ANTH30C7: Decolonising Anthropology

• At least 40 credits of Level 1 Anthropology modules AND 40 credits of Level 2 Anthropology modules

• None

• None

• To encourage critical reflection on the legacies of the colonial encounter for the practices and theories of different sub-disciplines of Anthropology.
• To provide students and staff with a set of critical tools to reflect on their own positions and practices within post-colonial structures of power, prejudice, and inequality.
• To co-produce practical strategies for decolonising Anthropology
• Engage in decolonised pedagogy, through the co-development of forms of teaching, learning, and assessment throughout the module

• The module will examine legacies and continuations of colonialism and how they shape the discipline of Anthropology. These will be explored via examples from across Anthropologys various sub-disciplines, including social anthropology; anthropology of health; and biological anthropology.
• Students will examine epistemological, methodological and institutional influences of colonialism on Anthropology
• Building on the insights gained from critical discussion, students will be supported to work alone or groups on projects that aim to decolonise Anthropology.

Subject-specific Knowledge:

• Demonstrate advanced levels of current knowledge around debates on decolonisation in Anthropology
• Deploy critical skills and insights around decolonising in a practical way.
• Competency in accessing and assimilating specialised research literature relating to decolonisation from across the discipline of Anthropology.
• Critical awareness of the relationship between colonial legacies and practices of teaching, learning and assessment in higher education.
• Choosing an appropriate format for the assessment.

Subject-specific Skills:

• In depth knowledge of the legacies of the colonial encounter across the breadth of Anthropology.

Key Skills:

• Preparation and effective communication of critical arguments in written and alternative forms.
• Development of practical activity based on critically engaged thinking.

• The module will integrate lecture, and class components.
• Lecture elements will provide students with an outline of key knowledge and debates in the topic area, discuss the literature that students should explore, and provide relevant examples and cases studies.
• Classes will develop topics introduced in lectures and required reading to analyse aspects or case studies in greater depth via discussion, group work and practical exercises, to prepare students for their summative assignment
• Student preparation and reading time will allow engagement with specific references in advance of tutorials and general and particular reading related to the assessment.
• Choosing an appropriate format for the assessment is a learning outcome for this module. Students will be required as part of one formative to develop learning outcomes and assessment criteria. They will need to prove that their assignment choice meets the criteria and will result in the chosen learning outcomes. Summative Assessment is up to 2 pieces of writing totalling 2500 words, or an equivalent alternative non-written format. The assessments can be presented in a format chosen by students, for example: short essays; blog posts; critical reflections; vlogs; etc. The 2500 word total is per student. If they choose, students can submit work in groups for one of their assignments.

If you have a question about Durham's modular degree programmes, please visit our FAQ webpages, Help page or our glossary of terms. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Undergraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.