Layal Hakim

It's really important that we reach out and try to understand what does it mean to decolonize our subjects? Are we doing enough? What more can we do, and hearing from the students is the best way to do that. We could also look down at our lecture notes and our lecture presentations, and see in what small ways we can do that would make a big difference to the learners. For example, recently, in the mathematics department, we had a set of lecture notes that we took, and we made it into a dyslexic-friendly mode. And we asked lecturers that whoever wants to use it, they can use it, and giving the students the option to use the normal set of lecture notes, or the dyslexic-friendly one. And that set of lecture notes is not only useful for dyslexic students, but also other neurodiverse students, and other students who might find it useful to have to have a dyslexic-friendly set of lecture notes too. And also, in terms of delivering our lectures, it could be that students don't like having a lot of information deposited at them, but also having it more active. And trying to understand from the various types of students in the lecture room, how they understand this theorem, how they would do this proof differently, how they understand the proof of mathematics. And so just hearing the different perceptions and the different ways of learning can really help us decolonize mathematics.