Decolonization means dealing with the post-, neo- and colonial bodies of knowledge that are enrolled in disciplines, learning and teaching as well as in the institution of the university itself, that legitimize inequalities and to some extent have helped to create them. This is only possible if these are not viewed in isolation, but embedded in global power relations. This is a historical process of unlearning and decentering that addresses multiple levels and is aligned with demands for social justice (cf. e.g. Vergès, 2019).

Uncovering and making visible colonial traces is a first step in addressing knowledge production, colonial racist representations and language, but also the university itself.

A critical reappraisal of the integration and reflection of one’s own institutional culture is an important step.

Reflecting on your own teaching practice:

You can promote an inclusive seminar atmosphere that is characterized by mutual respect by signaling your responsiveness as a teacher, as well as your own willingness to learn.

Vergès, Françoise (2019): Decolonial feminist teaching and learning: what is the space of decolonial feminist teaching? In: de Jong, Sara / Icaza, Rosalba/ Rutazibwa, Olivia U. (Eds.): Decolonialization and Feminisms in Global Teaching and Learning. Routledge: London/New York, pp. 91-102.

Kazeem-Kamiński, Belinda (2016): Engaged Pedagogy. Anti-discriminatory teaching and learning at bell hooks. Zaglossus: Vienna.

Some general and subject-specific suggestions for revising curricula and syllabi can be found here:

• pluralize critical theory(ies): Syllabi collection
• Connected Sociologies: Modules and Syllabi for a Decolonial Sociology
• The International Consortium of Critical Theory Programs & The Critical Theory in the Global South Project: Critical University Studies Resources – Reading List Global South
• The American Philosophical Association: Diversity and Inclusiveness Syllabus Collection
• Clemson University: Inclusive Syllabus and Course Design

Important instructions for the creation of teaching and learning materials can be found, for example, in the racism-critical guidelines:

Autor*innenKollektiv (2015): Rassismuskritischer Leitfaden zur Reflexion bestehender und Erstellung neuer didaktischer Lehr- und Lernmaterialien für die schulische und außerschulische Bildungsarbeit zu Schwarzsein, Afrika und afrikanischer Diaspora.

Further suggestions can also be found in the publications of the Research Training Group “Educational Processes in Discrimination-Critical University Teaching” at JGU.

Short glossary entry: Post_colonial theory and decolonial perspectives