Decolonising Social Sciences Curricula

The ethics and politics of decolonising the curriculum have been widely discussed in critical pedagogy and socio-cultural scholarship. At its core, decolonising Social Sciences curricula aims to empower marginalised groups, promote inclusivity, and challenge the dominance of Western, Eurocentric frameworks that have shaped research and education for centuries.

In Social Sciences, decolonial efforts have taken distinct forms, ranging from addressing historical and demographic exclusions to critiquing Eurocentrism and confronting enduring global power imbalances. These movements have prompted deeper reflection on how knowledge is produced, valued, and circulated. They have challenged the imperial lens through which the social science canon has been constructed and celebrated, urging students and educators alike to reconsider the sources and legitimacy of knowledge. They have also sought to democratise access to knowledge production and representation.

However, these efforts are not without tension. Important critiques—including the risks of epistemic injustice and what Moosavi (2020) calls the “dangers of intellectual decolonisation”—remind us that decolonising is a political, ethical, and ongoing practice, not a checklist or rhetorical stance.

About the Project

This collaborative project brings together three Social Science campuses—Monash University (Australia and Malaysia) and the University of Warwick (UK)—each situated in different socio-cultural and political contexts and at different stages in their engagement with decolonising work. These varying starting points offer a rich foundation for mutual learning and co-creation.

The project aims to:

• Foster cross-campus dialogue and collaboration on decolonising curricula;

• Create meaningful, context-specific changes to teaching and learning practices;

• Develop replicable tools and evaluation criteria rooted in decolonial methodologies.

The diversity of perspectives brought by the team—shaped by institutional, geographic, and personal trajectories—enhances the project’s potential to contribute to more inclusive and globally relevant forms of social science education.

Research Questions

The project is guided by three central research questions:

1. In what ways do the different starting points and socio-cultural contexts of the three partner campuses offer meaningful ground for exchange and learning around decolonisation?

2. How—and with what decolonial methodologies—can this project generate meaningful, locally grounded contributions through collaborative interactions across campuses?

3. How can the project meaningfully engage with the learning communities at each campus to advance decolonising efforts in curriculum development?

Why This Work Is Urgent and Necessary

Decolonising Social Sciences education is vital for a number of reasons, and this project seeks to respond to them by enacting tangible changes in curriculum design, teaching practices, and academic cultures.

• Diverse and Inclusive Perspectives
  Integrating marginalised and non-Western perspectives enriches knowledge and better reflects the plurality of lived experiences across the globe.

• Reduction of Bias
  Decolonisation addresses the Eurocentric and often extractive traditions of mainstream social science by disrupting power-laden narratives and reframing whose knowledge is centred.

• Empowerment and Recognition
  Valuing Indigenous and local epistemologies promotes inclusivity, fosters student subjectivity, and cultivates critical engagement with one’s own positionality and deference.

• Global Relevance
  Addressing global challenges such as inequality, climate change, and public health requires knowledge systems that are responsive to diverse contexts and lived realities.

• Ethical Research Practices
  Decolonial approaches emphasise reciprocity, relational ethics, and respect for local knowledges, countering extractive traditions and fostering mutual accountability.

• Deconstructing Colonial Legacies
  This project recognises that social science has historically contributed to the legitimation of colonial and imperial power. Decolonisation involves actively dismantling these legacies.

• Educational and Curricular Reform
  By revisiting the epistemological foundations of the social sciences, we can better equip students to challenge traditional paradigms and imagine alternative futures.

• Cultural Preservation and Justice
  Supporting Indigenous and marginalised knowledge systems helps to protect cultural heritage, foster resilience, and ensure epistemic justice.

A Collaborative Approach Across Three Campuses

While the partnership involves two universities, it spans three campuses across three countries. Each campus brings unique perspectives, needs, and institutional contexts. The project is built on the principle of equity and mutual learning, not hierarchy.

• Monash University (Australia and Malaysia) brings valuable insights through its transnational structure and positionality in the Asia-Pacific region.

• University of Warwick (UK) contributes from a context where significant decolonising work is already underway, offering a platform for exchange and critical reflection.

All campuses will be treated equally in this collaboration, and staff and students across all sites will act as co-creators. The project will be shaped by their experiences, reflections, and contributions, ensuring that decolonisation is not something done to communities, but something done with them, through dialogue, reciprocity, and care.