As inclusive teachers we hope all students will develop deep connections to our disciplines and subject matter. We can help make this happen by making sure that our course content reflects a diversity of authorities, voices, and experiences so that all students are welcomed and can imagine themselves as part of the conversation.
Acknowledging the agendas and biases of our disciplines and being open about our own selection of materials can help students see new ways of thinking about and participating in the work we are asking them to do.
LTC Lunch video 4/12/2022
LTC Lunch video 11/2/2021
LTC Lunch video 4/20/2021
LTC Lunch video 9/22/2020
LTC Lunch video 2/26/2020
LTC Lunch video 1/15/2020
LTC blog post
LTC Lunch video 1/24/2019
LTC Lunch video 10/26/2018
LTC Lunch video from 2/28/2018
LTC blog post
Materials from Other Colleges, Universities, and Organizations
- ACM March 2021 Decolonizing Pedagogies
- Georgetown CNDLS, Content
- Yale Poorvu Center, Considerations for Antiracist Teaching
- Bodleian Library, Oxford, Library Guide to Anti-racism in Academia: Decolonizing the Curriculum
- Elizabeth Charles, Decolonizing the Curriculum gives an overview and history of the movement which has a strong (and interesting) presence in Britain.
- Chanelle Wilson, Revolutionizing My Syllabus: The Process, Inside Byrn Mawr
- Concordia University, Center for Teaching and Learning, Decolonization
- “Why is My Curriculum White?” [Youtube video]
- Pace, David, and Joan Middendorf. Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking. San Francisco: Jossey-Bass, 2004.
- Georgetown University, CNDLS, Bottlenecks and Thresholds
- “Decolonizing the Curriculum”: A Roundtable Conversation (Villanova University)
- Cite Black Women