Can we talk about decolonizing the academy?
There is something to be said of conservatives’ attacks on the academy and the elite – and, it is not for the reasons you might believe. More recently, the academy has become concerned with decolonization, as well as racial and social justice. These are righteous and noble causes that mean something. They are transformative ideals – if successful, these noble campaigns will produce a more just and fair society – and, rightfully so. A significant problem, however, is the blaring hypocrisy of the academy in the midst of these efforts.
Conservatives denounce the elitism presented by the academy not necessarily on the basis of truth, but on the construction of truth and knowledge itself. A central issue within academia is the reliance on essays and dissertations in the humanities and social sciences. There are a few reasons for that: the subjectivity of writing and assessing that writing as well as the limited practical transversal skills that essay writing presents in today’s working society. Essays or lengthy dissertations are not neutral. These practices of writing – producing thoughts in a specified format – is rooted in colonial traditions of knowledge production that reward a narrow set of communication norms. It is this approach that must be decolonized; this white, Eurocentric, and elitist approach to knowledge construction.
Current academic practices reflect Eurocentric and exclusionary norms, even though the UN’s Sustainable Development Goal 4, which advocates for inclusive, equitable, and high-quality education. The academy far too often compels certain methods of writing, thinking, and arguing under the umbrella of “critical thinking.” However, it is precisely these ingrained norms that warrant our critical scrutiny. But these norms are deeply subjective and structurally biased. This approach privileges students who already speak the language of the academy – often to the exclusion of those from the Global Majority, working-class backgrounds, or students who process knowledge differently (such as those non-neurotypical or disabled learners)..
This isn’t just about convenience – it is about power. If the academy is serious about decolonizing higher education, then we have to interrogate why we continue to hold up the essay and dissertation as the gold standard of knowledge, and we need to make space for other ways of knowing, telling, and demonstrating understanding.
As we approach the revolution of the workplace and the classroom propelled by the advent and widespread accessibility of AI, it is incumbent upon all of us to reflect on best practice and inclusion. The educators of tomorrow are facilitators; they champion their students to think critically, reflect on their own processes and constructions of knowledge. The future of learning is not hyper-formalized essays that compel students to read, think, and write according to Eurocentric principles of knowledge construction and communication. The classroom is meant to be a place for rigorous debate and engagement – not conformity and hyper rigidity that invalidates learners’ lived experiences or seeks to devoid them of autonomy to think critically and reflectively about the world in which they live.
If we are going to achieve the ambitious 4th SDG, all in the academy must make a dedicated commitment to decolonization of the academy; to holding the doors open for future learners. And, equally important: we must commit ourselves and our practice to proactively and actively challenge and reshape our approaches to knowledge, engagement within the academy and outside of it, and yield to more constructions of knowledge beyond the Eurocentric and Western norms that have attempted to usurp authority over what is knowledge and what is not, as well as who is knowledgeable and who is not.
To truly enact decolonization in practice, educators in the humanities and social sciences must adopt more inclusive – and open – approaches to teaching, learning, and assessment.
Decolonization in practice (some practical tips for the humanities and social sciences):
Teaching
v Create accessible and ongoing interventions to ensure that scholars are actively learning throughout; probe them with rigorous classroom debate and presentations
v Make space for nontraditional learners in the classroom to thrive and connect with their peers authentically (builds confidence and rapport for all)
v Flip the script and empower students to become the teacher; dedicate classroom time to student-led instruction
Learning
v Build new reading lists; co-create reading lists with learners and educators from your community and prospective employers
v Supplement reading lists with guides and reflection points for reading and listening material; support learners’ critical reading and critical thinking
v Hybrid, remote, and skills-based learning that enables learners to actively learn outside of the classroom. Examples of this also includes a focus on maximizing the resources of the classroom – how many students have visited the library and know how to search for a book or navigate library archives? How many students are comfortable in a library or navigating the intimidating space of the academy? Educators can remedy that by acting as a conduit between their learners and the institution they represent
Assessment
v Oral presentations
v Reflective prompts
v Focus on formative assessment over summative assessment
v Incorporate reflective and narrative writing as tools that help shape and contribute to the learning journey, not define it