How and Why to Diversify Curricula

Abstract

Calls for decolonisation and diversification of curricula in Higher Education (HE) have grown. Statements and commitments addressing these calls have been made by HE institutions but can face resistance, meaning the rate of change has not increased as called for. This paper seeks to explore what can be gained through diversification of curricula, tangibly and intangibly, as well as how to begin the process with meaning. It looks to mitigate resistance by exploring the benefits that are tangential to decolonisation, arguing that even if the idea of decolonisation is resisted, its benefits are less so, addressing research questions: Why diversify? How to diversify sustainably and with purpose? And, how, if it is met, to challenge resistance to this diversification? It is contended that cross-disciplinary insights can—and do—offer useable frameworks and understanding to make concrete the commitments made. There is reaffirmation as to why this work is needed, and who it is for and benefits. Suggestions are offered—through the prism of the performing arts—of where and how to start, how to overcome resistance, and where and how to look for knowledge