Curriculum Planning and Design

As the journey of decolonization in the higher education sector continues, focus on the critical areas of curriculum planning and design. In the context of Montgomery College (MC), this chapter delves into the exploration of decolonization through the lens of learning outcomes, the canon, and the universal design of learning.

The process of evaluating current aspects of curriculum planning and design requires a shift from traditional perspectives to a decolonial vantage point. A decolonial perspective demands an active interrogation of how knowledge is presented, valued, and transmitted, thereby decentering the dominant Eurocentric perspectives that have historically monopolized academia.

For example, learning outcomes are the measurable skills, abilities, or attitudes students should possess by the end of a course or program. Traditionally, learning outcomes in higher education have often emphasized Western concepts and methodologies, inadvertently sidelining the contributions of other cultures and ways of knowing. Therefore, the first step towards decolonization requires a thorough review of these learning outcomes, identifying areas of imbalance, and taking active steps to incorporate diverse knowledge systems.

Moving on to the canon, it becomes essential to unpack its colonial underpinnings. The canon often refers to a select group of texts or works that are widely recognized as the most influential or important in a field. However, in many academic disciplines, the canon has been dominated by Western, usually male, voices, leaving little room for works from other cultures, genders, or experiences.

Take, for instance, the English literature curriculum, which traditionally has been dominated by canonical works from authors such as Shakespeare, Dickens, and Milton. While their works have significantly contributed to literature, the overemphasis of these authors neglects the rich literary traditions found in other cultures and regions such as Africa, Asia, and Latin America.

Decolonizing the canon would thus involve expanding it to include works from a wider range of voices, experiences, and perspectives. This means embracing a more global approach that includes works from non-Western cultures, women, marginalized communities, and other underrepresented voices, providing students with a richer, more diverse understanding of their field.

Finally, Universal Design for Learning (UDL) also presents an opportunity for decolonization. UDL is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and opportunities to accommodate individual learning differences.

UDL, when applied with a decolonizing lens, can challenge traditional, often Western-centric, modes of learning and assessment. For example, a course designed using UDL principles could allow students to demonstrate their understanding through a range of assessment types, from traditional written exams to oral presentations or creative projects. These alternatives could better accommodate diverse learning styles and cultural backgrounds, creating a more inclusive and equitable learning environment.

The ideal curriculum process that promotes inclusivity begins with a commitment to decolonization, outlining how knowledge systems will be diversified and expanded. One approach could be to involve a wider array of stakeholders in curriculum planning and design, including educators and students from diverse cultural backgrounds or experts in Indigenous and non-Western knowledge systems. This can ensure that diverse perspectives are included and valued in the curriculum, promoting a more inclusive, equitable educational experience.

In conclusion, curriculum planning and design from a decolonial vantage point is a significant step towards a more inclusive and equitable education system. By carefully examining learning outcomes, the canon, and the Universal Design for Learning principles, we can work toward a curriculum that reflects and respects the diversity of our global community.

To support the process of decolonization in curriculum planning and design at Montgomery College, consider the following tips and tricks:

1. Decolonize Learning Outcomes: Re-evaluate your course and program learning outcomes from a decolonial perspective. Consider whether these outcomes reflect diverse ways of knowing or predominantly Western concepts. Aim to incorporate a wider range of perspectives and skills in these outcomes.
2. Expand the Canon: Look at the canonical texts in your course or discipline. Are there diverse authors and perspectives represented? If not, seek to expand your course content to include non-Western, female, and marginalized voices. This could incorporate texts from authors of different ethnicities, genders, nationalities, and experiences.
3. Apply Universal Design for Learning (UDL): UDL can be a powerful tool for decolonization. UDL can help cater to students’ diverse backgrounds and learning styles by allowing for different ways of learning and demonstrating understanding. Consider offering a range of assessment types, like oral presentations or creative projects, to give students multiple ways to demonstrate their knowledge and skills.
4. Involve a Diverse Range of Stakeholders: Include many stakeholders in the curriculum planning and design process. This could involve students, faculty members, administrators, and experts from various cultural backgrounds. Their diverse perspectives can help ensure a more inclusive and representative curriculum.
5. Reflect Local and Global Contexts: A decolonized curriculum should reflect local and global contexts. Include content related to your students’ local experiences and the community around your college. At the same time, consider how global perspectives can be incorporated to provide students with a broader worldview.
6. Provide Professional Development Opportunities: Facilitate professional development opportunities for faculty to learn more about decolonization and how to implement it in their courses. This could involve workshops, seminars, reading groups, or online resources.
7. Create a Supportive Environment: Establish a supportive environment where faculty feel comfortable experimenting with new approaches and learning from each other. This could involve creating a faculty learning community focused on decolonization or setting up a mentoring system for new faculty members.
8. Continually Evaluate and Reflect: Decolonization is an ongoing process. Regularly evaluate your curriculum and teaching practices to identify areas of success and areas that need further work. Be open to feedback and continually seek ways to improve.

Montgomery College and other institutions can make significant strides toward decolonizing their curriculum planning and design by considering these strategies. This will benefit the students who receive a more inclusive and holistic education and contribute to a broader societal shift toward acknowledging diverse ways of knowing and learning.

Session 2 Slides

Issues and Challenges identified throughout the session:

Eurocentric Bias: Curriculum content is often Eurocentric, overlooking non-Western perspectives and knowledge. It can be challenging to source and incorporate diverse content that accurately reflects global perspectives.

Overcoming Eurocentric Bias:

– Adopt a global perspective in curriculum design, incorporating content from non-Western cultures and contexts.

– Encourage faculty to incorporate diverse sources and materials in their lessons.

Inadequate Training: Faculty members may lack the training or resources necessary to decolonize their curriculum, resulting in reluctance or inability to implement changes.

Addressing Inadequate Training:

– Provide professional development programs for faculty focused on decolonizing the curriculum.

– Create a resource hub providing materials, tools, and guidance on decolonization in curriculum design.