Decolonising the Curriculum: Community of Practice (CoP) – A Reflection on Exploring Decolonisation in Practice
In this post, Naf, Undergraduate Representative, Equality & Diversity Unit
Arts Library Associate, reflects on her involvement in decolonising the curriculum.
My name is Naf, and I am a second-year student at the University of Glasgow, studying English Literature and Philosophy. As a British Pakistani and a proud second-generation immigrant, my identity plays a central role in shaping my academic interests. I am drawn to postcolonial literature, which has inspired me to develop a project exploring how decolonial efforts take shape within institutions.
This project explores how UofG is working to decolonise the curriculum, with a particular focus on the role of the Community of Practice (CoP). It looks at how institutional efforts in the form of collaborative spaces, and shared resources contribute to creating a more inclusive and representative learning environment.
I undertook this project to better understand what the university is doing to decolonise the curriculum. In a university where people of colour are a minority and where teaching is often Eurocentric, this feels especially important. The way knowledge is organised and shared should not favour a colonial mindset. Instead, people of colour should feel seen and represented in teaching and learning. The main aim of my project was to increase the visibility and transparency of the University’s decolonial efforts.
This is why I thought it was important to highlight the Community of Practice (CoP) and its resources. This group brings together staff and students who want to create and be a part of change. Decolonisation is not a quick or simple process but rather it is an interdisciplinary and intentional movement. The CoP plays a key role by creating space for discussion, sharing ideas, and working together. These conversations help people think more clearly about what it means to decolonise in practice.
Working on this project has helped me see the different parts of a decolonial environment more clearly. It has also shown me how important it is to keep learning and having these conversations. I feel more aware and more open to new ideas. As I continue my journey through higher education, I look forward to joining more discussions and spaces focused on decolonisation.