There are many views, but there are three core elements:

• production of authoritative knowledge in teaching and research
• transformation of who is seen as eligible to produce knowledge
• economic and social decolonisation for previously excluded students
• decolonisation methodology is not an endpoint but a continuous process to make sure the university is fit for equitable and just purposes

An embedded vision aims to set up a whole institution approach, while maintaining disciplinary differences. Below highlights some of the areas for structural, decolonising change:

• Curriculum development and management (such as validation or review events)
• In relevant student surveys, such as module evaluation questionnaires or student voice surveys
• In the training for staff on teaching development
• Integration with other initiatives such as reducing the racial awarding gap, and improving retention and progression
• In relation to our staff diversity, decolonising has an impact on the kinds of activity that we value as an institution and the sense that all our staff have of being valued
• In the research strategy, it has implications for the kind of subjects, approaches and research partnerships that are followed
• In outreach and place, it can have implications for the way that universities interact with the local community

It should form part of the natural process of curriculum review – when we ask ourselves whether what we teach is appropriate, globally relevant and reflects the evolution of the discipline. However, that does not mean that it is always easy for colleagues, particularly those who feel that they do not know how to decolonise or who do not know how decolonising is relevant for their disciplines. Remembering that decolonising is part of the regular process of curriculum review, it is important that we recognise that the external resources to assist are improving over time.

A standard misrepresentation is that decolonising means that white writers should be automatically excluded from the curriculum. Instead, decolonising asks colleagues to consider the viewpoints represented and theories that are represented in the curriculum, and those which are excluded. An effective process to decolonise expands the range of knowledge (by including new authors, case study material or theoretical approaches) rather than reducing it.

Decolonising should not be implemented in a tokenistic or formulaic way.

Decolonising does not mean that academic judgement is overruled or abandoned, but instead that academic colleagues are encouraged to reflect on their approach to their teaching with respect to the inclusivity of its content, authors, and theoretical approaches. This is a standard set of questions in any curriculum review and is part of the regular, healthy renewal of our learning and teaching.

Decolonising is not a crude imposition and relies on academic judgement and disciplinary debate. However, for some colleagues it is not an easy process because they do not know how to decolonise or how decolonising is relevant for their disciplines.

Many universities have adopted institutional approaches to decolonising, while in others it has been linked to the work in individual faculties or schools. Worldwide this has occurred in Australia, Canada, New Zealand, and South Africa. In the UK, this has led to change at universities that include: SOAS, UAL, De Montfort, Sheffield, Warwick, Westminster, Bath and Sussex.

An embedded vision aims to set up a whole institution approach, while maintaining disciplinary differences. Below highlights the area for structural, decolonising change:

• Curriculum development and management (such as validation or review events)
• In relevant student surveys, such as module evaluation questionnaires or student voice surveys.
• In the training for staff on teaching development.
• Integration with other initiatives such as reducing the racial awarding gap, and improving retention and progression.
• In relation to our staff diversity, decolonising has an impact on the kinds of activity that we value as an institution and the sense that all our staff have of being valued.
• In the research strategy, it has implications for the kind of subjects, approaches and research partnerships that are followed.
• In outreach and place, it can have implications for the way that universities interact with the local community.

In the School of Allied and Community Health, the AHP courses have set up two affinity groups: Race and Cultural Equity Group for students and staff from Black and Minoritised Ethnic groups; the Allyship and Cultural Equity Group for students and staff who identify as white. The affinity groups provide a safe and non-hierarchical space for open discussion about their courses and university experiences. Currently, courses are being revalidated with an overarching decolonising approach to curricula. Activities completed so far: scoping review of decolonising checklists available to apply the decolonising methodology and holding, stakeholder events to review courses which will also lead to co-produced change actions based on collaboration.