Decolonising the Statistics Curriculum and Beyond

Reid, D. (2022) Decolonising the Statistics Curriculum and Beyond. 15th Annual University of Glasgow Learning and Teaching Conference, 29 Mar 2022.

Abstract

In 2015 Mariya Hussain (National Union of Students) asked “Why is My Curriculum White?” highlighting the Eurocentric content of her course. The critique rings true across disciplines where white males voices are predominant (Begum, Neema and Saini 2019). Recognition where this is the case and how the social and historical context behind subject knowledge can be responsible is key (Hemmings 2021). Here we present statistics as a case study, where a curriculum can be grounded in the subject history, social context and application with inclusive examples across the modern world. Modern statistics (much like other disciplines) is often introduced with general concepts to facilitate accessibility. We may have heard that statistical tests are often ‘just linear algebra’ but do we hear of the innovators in this field? Most are non-European, and we can consider further examples across fields. This talk will highlight examples of decolonising the statistics curriculum within the School of Life Sciences, including student perceptions and suggestions of how this could proceed within higher education. As a university we can share and reflect our values of inclusivity, wellbeing, integrity and respect in our learning and curriculum design through decolonising the curriculum. Including a wider diversity of scientific voices can help foster inclusivity within our diverse learning community.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Reid, Dr Donald
• Authors: Reid, D.
• College/School: College of Medical Veterinary and Life Sciences > School of Biodiversity, One Health & Veterinary Medicine; College of Medical Veterinary and Life Sciences > School of Life Sciences

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