Towards decolonising higher education: a case study from a UK university

This article presents initiatives undertaken by the Department of Global Health and Social Medicine (GHSM) at King’s College London (KCL), exploring avenues to decolonise higher education institutions (HEI). HEI must integrate anti-racism agendas, challenge the European-centric academic knowledge domination, and dismantle power asymmetries. During the academic year 2021, GHSM executed (1) a gap analysis of undergraduate modules, (2) a course on decolonising research methods taught by global scholars to 40 Global South and North university students who completed pre- and post-course surveys, and (3) semi-structured interviews with 11 academics, and a focus group with four students exploring decolonising HEI; findings were thematically analysed. (1) Gap analysis revealed a tokenistic use of Black and minority ethnic and women authors across modules’ readings. (2) The post-course survey showed that 68% strongly agreed the course enhanced their decolonisation knowledge. (3) The thematic analysis identified themes: (1) Decolonisation is about challenging colonial legacies, racism, and knowledge production norms. (2) Decolonisation is about care, inclusivity, and compensation. (3) A decolonised curriculum should embed an anti-racism agenda, reflexive pedagogies, and life experiences involving students and communities. (4) HEI are colonial, exclusionary constructs that should shift to transformative and collaborative ways of thinking and knowing. (5) To decolonise research, we must rethink the hierarchy of knowledge production and dissemination and the politics of North-South research collaborations. Decolonising HEI must be placed within a human rights framework. HEI should integrate anti-racism agendas, give prominence to indigenous and marginalised histories and ways of knowing, and create a non-hierarchical educational environment, with students leading the decolonisation process.