Teaching social policy as if students matter: decolonizing the curriculum and perpetuating epistemic injustice

Seckinelgin, Hakan (2022) Teaching social policy as if students matter: decolonizing the curriculum and perpetuating epistemic injustice. Critical Social Policy, 43 (2). pp. 296-315. ISSN 0261-0183

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Abstract

Calls for the decolonization of education at all levels of education in the UK have gained new momentum since the murder of George Floyd on 25 May 2020 in Minneapolis and the subsequent Black Lives Matter demonstrations throughout the US and the UK. In this article I focus on the reactions to demands for the decolonization of the curriculum in my own department, Social Policy, at the London School of Economics and Political Science (LSE). I argue that understanding the reactions of academic staff to student demands is informative about the nature of the problem. The article provides a contribution to discussions on decolonization on two fronts: (a) it highlights the internal dynamics of engagement with student demands in the context of a Higher Education Institution (HEI) and (b) the academic responses to students’ demands reveal an underlying mechanism that reproduces the status quo in the teaching of Social Policy.

Item Type:	Article
Official URL:	https://journals.sagepub.com/home/csp
Additional Information:	© 2022 The Author
Divisions:	Social Policy
Subjects:	L Education > LB Theory and practice of education > LB2361 Curriculum
Date Deposited:	13 May 2022 09:30
Last Modified:	17 Apr 2024 22:18
URI:	http://eprints.lse.ac.uk/id/eprint/115099

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