(Discreetly) Decolonising Educational Development

In this chapter, I critically reflect on using Thomas and Quinlan’s ‘Culturally Sensitive Curriculum Scales’ (CSCS) and the CSC Educator Self-Reflection Tool as a vehicle for embedding decolonial praxis on the Postgraduate Certificate in Higher Education and Associate Fellowship Scheme at the University of Kent. The chapter draws on research from UK Higher Education research to establish the context for these reflections and outlines actions taken as a result of using the tool.