Rationale and recommendations on decolonising the pedagogy and curriculum of the Law School at the University of Exeter

Ohana, Natalie; Barazi, Taimaa; Barrett, David; Bedeau, Jasmin; Bhuckory, Prerna; Bosch, Greta; Braham, James; Coombs, Connor; Gola, Swati; Jaber, Nora; Hailemariam, Hanna; Lambert, Zoe; Lawrence, Rebecca; Loder, Louise; Marshall, Emma; Matt, Tia; Nousia, Kyriaki; Ozsoy, Elif Ceylan; Phiri, Tamira; Rogge, Malcolm; Sedacca, Natalie; Snook, Lee; Thiemann, Inga; Wallace, Andrea; Walsh, Karen

Abstract

This report outlines the rationale behind and recommendations on the steps that need to be taken towards decolonising the Law School's pedagogy and curriculum. The reason is that we see decolonisation as not something that can be achieved but as an ongoing process. It concludes a two-year process of research and discussions involving a joint effort between staff and students. A rationale for a change in approach to both pedagogy and curriculum is presented together with recommendations and practical examples of how this might be achieved in modular teaching in the Law School.

Citation

Ohana, N., Barazi, T., Barrett, D., Bedeau, J., Bhuckory, P., Bosch, G., …Walsh, K. (2022). Rationale and recommendations on decolonising the pedagogy and curriculum of the Law School at the University of Exeter. The Law Teacher, 56(4), 536-551. https://doi.org/10.1080/03069400.2022.2140512

• Journal Article Type: Article
• Acceptance Date: Oct 17, 2022
• Online Publication Date: Jan 18, 2023
• Publication Date: 2022
• Deposit Date: Jan 24, 2023
• Publicly Available Date: Jan 24, 2023
• Journal: The Law Teacher
• Print ISSN: 0306-9400
• Electronic ISSN: 1943-0353
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 56
• Issue: 4
• Pages: 536-551
• DOI: https://doi.org/10.1080/03069400.2022.2140512
• Public URL: https://durham-repository.worktribe.com/output/1182883