Embedding decolonising research in higher education

Cultures of Decolonisation has helped researchers to reflect on their practices, leading to a widely used report pointing out challenges and practical steps to effectively embed decolonising research.

Back of students sitting on black chairs in classroom. Credit: Sam Balye via Unsplash

Universities, like all institutions, need to take the legacies of colonialism seriously: to consider how its long history still shapes aspects of their culture and ways of working, including their teaching and research, perpetuating unjust social relations. Like many universities, UCL has responded to this with initiatives that aim to decolonise teaching and research. But how well are these initiatives working?

Researching UCL’s decolonising activity

The genesis of this project was an internal UCL review which concluded that decolonising initiatives had been implemented in silos with minimal cross-faculty engagement and limited institutional impact. To help address this, the Cultures of Decolonisation at UCL Grand Challenges research project was developed to map decolonisation initiatives across the university and to assess their effectiveness.

Academics, doctoral students, and professional services staff shared their perspectives on decolonising research and showcased projects that embody decolonising principles. Dr Simon Angyagre Eten co-authored with Ysabel Hannam a report in 2022 which has generated significant traction, with over 1,000 downloads from 43 countries.

A roundtable on the policy implications of the report

Dr Eten’s fellowship has capitalised on this interest. He convened a roundtable in June 2023 to explore the policy implications of the report and examine the interface between decolonisation and wider equality, diversity, and inclusivity (EDI) efforts in universities. The event brought together academics, students and representatives from external organisations including the Runnymede Trust and the Higher Education Policy Institute (HEPI). Speakers and the audience deliberated on the complexities and possibilities of embedding decolonisation in existing higher education institutional policy frameworks, including EDI initiatives. The event recording has had over 100 views since July 2023.

The Director of Dorcas Inclusive Education commented that the roundtable provided an important forum for discussion of perspectives on decolonial praxis, emphasising that the debate needed to continue to ensure decolonial praxis was embedded into policy and practice at UCL and beyond.

Just the beginning

The project report and the roundtable discussion have deepened UCL’s understanding of how decolonising principles can be embedded in research, support services for research and doctoral training. New funding has been allocated to support projects that take forward themes from the report, and an institution-wide forum and seven engagement sessions with UCL faculties have been held to discuss the findings and to explore what more can be done to implement decolonisation.

Reflecting on these initiatives, UCL Grand Challenges Associate Director Dr James Paskins said:

The UCL Grand Challenges programme exists to bring together different expertise to solve pressing societal problems, and the Cultures of Decolonisation project is helping us understand how we can make our university a more accessible and inclusive institution, so that we can hear from the greatest variety of voices.”

Black and white photo of a man wearing glasses against a purple and blue background. Credit Gabrielle Fadullon for UCL IOE.

About the academic

Dr Simon Angyagre Eten is a post-doctoral researcher affiliated to the Development Education Research Centre, Department of Curriculum, Practice and Assessment at IOE. He is currently involved in developing research on youth understanding and the appropriation of active global citizenship. [2023–24 cohort]

Images

Sam Balye via Unsplash. Gabrielle Fadullon for UCL IOE.