3.1 Questions academics can ask to decolonize their classrooms

1. What principles, norms, values and worldviews inform your selection of knowledge for your curriculum? (think about absences as well as presences, centres as well as margins)

2. Do you articulate your own positionality when teaching?

3. For whom do you design your curriculum? Who is your ideal, imagined student and what assumptions do you make about their backgrounds, culture, identities, and experiences?

4. To what extent does it draw on subjugated histories, voices, cultures and languages?

5. How does your teaching legitimate and respect experiences and identities?

6. How do you build a learning community in your classroom where students learn actively from each other and draw on their own knowledge sources?

7. How do your assumptions about curriculum knowledge play out in the criteria that you use to assess students? How do you provide ample opportunities for students to demonstrate their learning?

8. How far do your teaching and assessment methods allow students to feel included without assuming assimilation?