Abstract. Geology is colonial. It has a colonial past and a
colonial present. Most of the knowledge that we accept as the modern discipline
of geology was founded during the height of the post-1700 European empire's
colonial expansion. Knowledge is not neutral, and its creation and use can
be damaging to individuals and peoples. The concept of “decolonising the
curriculum” has gathered attention recently, but this concept can be
misunderstood or difficult to engage with for individuals who are not
familiar (or trained to work) with the literature on the issue. This paper
aims to demystify decolonising the curriculum, particularly with respect to
geology. We explain what decolonising the curriculum is and then outline
frameworks and terminology often found in decolonising literature. We
discuss how geology is based on colonised knowledge and what effects this
may have. We explore how we might decolonise the subject and, most
importantly, why it matters. Together, through collaborative networks, we
need to decolonise geology to ensure our discipline is inclusive, accessible
to all, and relevant to the grand challenges facing diverse world societies.