COMB1041: Decolonising Knowledge and Power

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• To introduce students to concepts and case studies related to colonisation and decolonisation, with specific focus on the themes of knowledge and power.
• To introduce students to research methods and design from a decolonisation perspective.
• To promote the value of a multidisciplinary and intersectional perspective.
• To evaluate and explore the intellectual underpinnings of decolonisation.
• To give an insight into how decolonising knowledge and power pertains to justice and freedoms.

• An introduction to colonialism, postcolonialism and decolonisation
• Other concepts explored may include power, knowledge, race, justice, gender, class, religion/faith, and intersectionality.
• What it means to decolonise knowledge and research.
• Topics/case studies may change from year to year, but indicative content is likely to include some of the following: empire, health, wellness and wellbeing, violence, environment, climate change, literature, indigeneity, food, and music.

Subject-specific Knowledge:

• Demonstrate a knowledge of the main concepts in decolonisation.
• Demonstrate awareness of how a decolonising perspective can help in the understanding of one or more topics/case studies.
• Show a knowledge of how decolonising knowledge and power can influence research design and methods.

Subject-specific Skills:

• Show evidence of reading and understanding of key texts that address practical and theoretical issues relating to decolonisation.
• Show the ability to evaluate the intellectual underpinnings of decolonisation and how different concepts may interact.
• Demonstrate an awareness of the connection between decolonisation and research design.

Key Skills:

• Show the ability to retrieve resources and use them confidently and competently.
• Show the ability to evaluate and synthesise information from a variety of sources (e.g. written and verbal).
• Show the ability to synthesise knowledge and perspectives from different disciplines.
• Show effective communication of knowledge and research.
• Show the ability to construct and present reasoned arguments.
• Show the ability to present complex ideas in multiple forms.
• Show independent thought in analysing and critiquing existing scholarship on the subject area and in evaluating its contribution informed by academic debate.
• Show flexibility in applying knowledge to new areas and problems.
• Show the ability to work independently and reflect critically on their own work.
• Show the ability to work to a deadline.

• Workshops will explore introductory material on the main concepts and specified topics.
• Formative assessment will be via comments on submitted materials and feedback in workshops.
• Summative assessment will comprise an essay (40%) and an exam (60%) based on Michaelmas and Epiphany term content and themes.

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