Vrinda Nayak

One should recognize that the term decolonizing the curriculum is a highly contested term, and it may not sit comfortably with some learners and educators. Opportunities to express any discontent or opposing views should be provided. The skills that are required to hear and respect differing views while maintaining integrity, and respect for the principles of equality, diversity, and inclusivity should be developed as part of learning in the higher education system. This requires careful consideration of how and where those opportunities for skill development should be provided. Considering the diverse student body in the UK universities, it's important that we support our students to become global citizens by developing skills and knowledge to identify challenges associated with social injustice in various societies. One way of achieving this is by using a variety of case studies that highlight the challenges associated with social injustice from various nations and societies across the world. Another way is to engage with educational institutions in the Global South, providing opportunities for students from both institutions to discuss and learn about issues that are relevant to their program of study. Considering the technical advances that universities have made in recent years, this is plausible, and it enables students to develop an understanding of different worldviews. However, the challenge here is to fulfil the need for educators going beyond the Eurocentric vision that is currently dominant in our pedagogy, and making a proactive effort to bring the issues that matter to nations and societies in the Global South to the centre of learning.