Shaping UK Higher Education in the Shadow of Racial Injustice
Description
This edited book captures the urgent, complex and evolving landscape of decolonisation in UK higher education. Emerging in the wake of the 2020 racial justice uprisings and amid a resurgence of white supremacist violence, it interrogates whether the momentum for anti-racist change can withstand political backlash and entrenched structural inequalities. The volume moves beyond abstract theory to offer a grounded, interdisciplinary exploration of how decolonisation is being implemented, contested and lived across academic spaces. It highlights the pedagogical and institutional challenges faced by staff and students, while amplifying the voices of those at the forefront of transformative change. By bridging theory and practice, and foregrounding lived experience, this collection offers a timely and necessary contribution to the ongoing struggle for equity and justice in higher education.
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Hind Elhinnawy is Senior Lecturer in Criminology at Nottingham Trent University, UK and Chair of the Intersectional Social Justice Research Group. Her work focuses on curriculum decolonisation, inclusive pedagogy and feminist anti-racist praxis, bridging scholarship and activism to challenge structural inequalities and amplify marginalised voices in UK higher education.
Content
Chapter 1: Introduction.- Part 1: Building Anti-Racist and Decolonial Foundations.- Chapter 2: Will Anti-Racist (Re)Awakening Wither in the Wake of a War on Woke?.- Chapter 3: Nurturing Communities of Critical Consciousness to Build an Anti-Racist University.- Chapter 4: Decolonising Student Cohorts: Reflections on Decolonial Pedagogical Approaches to Teaching First-Year History Students.- Chapter 5: Whose Knowledge Counts? Reimagining Assessment and Feedback for a Decolonised Curriculum.- Part 2: Decolonisation in Practice: Case Studies and Reflections.- Chapter 6: Going Global: Developing a Decolonisation Module Across Institutional and National Boundaries.- Chapter 7: Confronting Colonial Legacies in Bristol: Lessons for Education and Racial Justice.- Chapter 8: Decolonising Medicine: A Case Study and Reflection on Module Development and Delivery.- Chapter 9: Decolonisation Toolkits: Equipping Staff and Students to Challenge and Rebuild.- Part 3: Reflections and Future Directions.- Chapter 10: Experiences on Implementing Decolonising Changes in a University: Staff and Students' Critical Reflections.- Chapter 11: Challenges and Barriers to Decolonising Mathematical Sciences.- Chapter 12: Can Decolonisation of Curriculum Get Me a Job After My Graduation?.- Chapter 13: Conclusion.