Decolonising the Curriculum Toolkit

Stories From Scholars

Eight academic colleagues from across the Faculty of Science and Engineering provide an honest and reflective narrative on their understanding of decolonising curricula. These anonymised accounts address questions including how and when they first heard about decolonising, their thought processes around that, whether the concept resonated with their personal experience or observations, and why they think decolonising is important in Higher Education. They consider how they might begin to decolonise their own teaching and if there are any particular opportunities or challenges for their discipline. Some accounts also highlight practical advice and examples, plus any recommendations for reading materials that have shaped their learning.

Voices of Student Leadership

Articles* from current and previous student leaders within MMU Student Union and the Manchester Met B.A.M.E. Ambassador Scheme.

*These articles are all published elsewhere, and links are provided within each item to the original source.

Diary of a Bame Student

Between October and December 2021, fourteen self-selecting first year students from three departments in the Faculty of Science and Engineering volunteered to keep a weekly diary for a period of six weeks. They were asked to write about all aspects of student life; study, accommodation, home life, work, relationships, finances…etc., and the primary purpose was to gain a rich insight into the lived experience of Black, Asian and Minority Ethnic students in their first few weeks at Manchester Metropolitan University. ​​​​Watch the videos below (c.2.5 mins) to hear narrated diary extracts around eight key themes. You can also read a EuroSoTL 2022 Conference Paper by Nicholson et al. (2022) exploring links between Stories from Scholars and the BAME Student Diary Project outcomes.