A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum

Abstract

In our taught chemistry curricula, the majority of individuals who are used to illustrate historical aspects of chemistry topics are white, western chemists. Decolonizing the undergraduate chemistry curricula is increasingly recognized as an important step toward developing a more inclusive higher-education environment for students from minoritized ethnic backgrounds. Here, we provide the first openly accessible resource that provides examples of both individual scientists and groups that can be used to illustrate chemistry teaching, and hence provide role model examples of scientists from different cultures. More generally, the resource provides a significant body of examples for chemistry educators to use as they begin working toward decolonizing their curricula.

Renewing an undergraduate science curriculum for the 21st century

“…Hand argues that "All those involved in science, particularly those involved in university science education, " should "adopt a more critical approach to science education that includes an articulation of hidden assumptions and consideration of the philosophical and ethical issues raised by science" (Hand, 1999b, p. 501). This aligned with curriculum reform that had occurred in the Irish school system (Varley et al, 2013;van Kampen, 2022) which has seen the introduction of a more specific focus on inquiry-based learning at primary level (Murphy et al, 2012;Dunne et al, 2013), and the nature of science at post-primary level (Erduran and Dagher, 2014).…”

“…Recent examples include developing project-based learning skills to improve collaboration, communication, and problem-solving in biology graduates (Hart, 2019;St. Louis et al, 2021); embedding open science (Jekel et al, 2020) and active learning skills (Weir et al, 2019); investigating laboratory interactions (Wei et al, 2019) and primary literature (Rawlings, 2019); and decolonising curricula (McGregor and Park, 2019;Uleanya et al, 2023). There have long been calls for undergraduate science curriculum reform to integrate teaching on the nature of science, a topic not commonly considered in undergraduate science curricula, due to a perceived discomfort in asking philosophical questions about science, especially when they lack consensus answers (Hand, 1999a,b).…”

A Science, Technology, Society, and Environmental Impact Assignment for Senior-Level Analytical Chemistry Students

“…The provision of choice was also done to be consistent with a decolonized approach to assignment design. , Here, students can experience a more active role in their learning experience in which they are provided with the freedom to explore and communicate their perspectives, particularly with regard to the sociopolitical, cultural, and environmental discourse that they incorporate in their reports. The analysis method selected by each student had to be distinct from the content covered in the lectures and readings of the main course.…”

Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach

“…Our own intended learning objectives can blunt learning. The emerging concept of decolonizing − the curriculum was addressed directly and very effectively for all parties.…”

“…Ultimately, the Chemical Sciences will advance in teaching if it engages with all learners, but research too will be more diverse in thinking, and one assumes this will have myriad benefits to advancements in the subject. Decolonizing the curriculum, ,− for example, is an important area that we address in more detail in case 2. In a desire to have a global perspective on chemistry (science) and its development, we need to hear global voices .…”