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This chapter presents a case study of staff–student collaboration on decolonising curriculum, research, and institutional practice within a UK university. Drawing on feminist theories, it explores how everyday power relations shape knowledge production and institutional culture. Through applying storytelling as an epistemological and pedagogical choice for this case study, the chapter examines emerging policies and practices that aim to embed decolonising across academic spaces. It foregrounds the positionalities and subjectivities of the authors, offering critical reflections on the challenges and possibilities of working towards decolonising higher education institutions. The chapter analyses how individuals in an institution engage in the processes of being, doing, and becoming this change through decolonial praxis. It highlights diverse strategies for fostering transformation, including inclusive pedagogies, collaborative approaches, and critical self-reflection. By sharing insights from this work, the chapter provides practical guidance and conceptual tools for educators and institutions seeking to embed decolonising transformation meaningfully and sustainably within university spaces.

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Staff and Student Experiences-Storytelling Reflections on Implementing Decolonising Change

  • 章节

  • 发表日期：

    2026年

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  • Musharrat J. Ahmed-Landeryou,
  • Megha Kashyap,
  • Emily Kemp,
  • Jennifer Antoinette Burton,
  • Catherine Lucy Wade,
  • Sumaya Ahmed,
  • Katie Fordyce,
  • John O’Neil,
  • Rachel Picton,
  • Antony C. Moss

摘要

This chapter presents a case study of staff–student collaboration on decolonising curriculum, research, and institutional practice within a UK university. Drawing on feminist theories, it explores how everyday power relations shape knowledge production and institutional culture. Through applying storytelling as an epistemological and pedagogical choice for this case study, the chapter examines emerging policies and practices that aim to embed decolonising across academic spaces. It foregrounds the positionalities and subjectivities of the authors, offering critical reflections on the challenges and possibilities of working towards decolonising higher education institutions. The chapter analyses how individuals in an institution engage in the processes of being, doing, and becoming this change through decolonial praxis. It highlights diverse strategies for fostering transformation, including inclusive pedagogies, collaborative approaches, and critical self-reflection. By sharing insights from this work, the chapter provides practical guidance and conceptual tools for educators and institutions seeking to embed decolonising transformation meaningfully and sustainably within university spaces.