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Scoop.it!
9.30 - 10.00 Registration 10.00 Welcome and housekeeping 10.15 - 11.00 Group Discussion. 11:00-11:40 Presentation 11.00 - 11.40 Decolonising LSE Collections - Kevin Wilson (London School of Economics) 11.40 - 11.50 Tea break 11:50 - 13:10 Presentations 11.50 - 12.30 Broaden my Bookshelf: working with the University of Huddersfield SU to tackle the attainment gap -… 
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Scoop.it!
We all have an original nature, with our own authentic wants and needs. We act spontaneously. Then we meet other people. Very soon, who and what we want to become and even who we believe ourselves to be becomes influenced or even defined by others. Such internalised messages can become self-limiting, and the friction between the self-concept imposed from without and a person’s true nature within can be painful and may even result in mental ill-health (Dykes, Postings, Kopp, & Crouch, 2017, p. 179). For repressed groups, such as women and black, Asian and minority ethnicity (BAME) people, the messages received about who a person is and what they should be are often harmful and repressive. These groups are systematically shown that that they do not matter to society, not least through the lack of BAME role models and the abrogation of their cultural heritage. BAME women suffer intersectional repression and are among the hardest hit.
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Scoop.it!
The term ‘decolonizing the curriculum’ is of high currency in higher education in the UK and in local students’ unions at these institutions. This article seeks to give a very brief history and context for why this is fundamental for academic institutions and what role libraries and the scholarly communication sector can play in this movement. I look at why this is so important for black, Asian and minority ethnic (BAME) and othered (otherly minoritized, e.g. disabled, LGBTQ, etc.) students and what steps some libraries have already taken. One of the themes of the UKSG 2019 Conference was ‘diversity and change’; decolonizing the curriculum is exactly that if done correctly. Two presentations from the plenary session provided a good starting point and the article touches on how decolonizing the curriculum may impact research/researchers. It concludes that there is a need for academia to now move past just identifying that there are issues about retention and progression of BAME and othered students and staff, and for both the library and information and scholarly communication sectors to act to address this now.
Elizabeth E Charles's insight:
My article on decolonizing the curriculum, and need for action by librarians, scholarly communication sector and education.
Scoop.it!
Our information literacy research has highlighted the importance of bringing minority or indigenous voices into our research conversations with students and colleagues. I previously posted on information literacy’s (IL) role in decolonising the curriculum. As I reflect on that post, two key questions have emerged:
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Presentations at this conference have been uploaded to this site. Event held on 24 January 2020 at Goldsmiths University.