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This chapter purports that in the space of little more than a decade, the term ‘decolonisation’ has gone from the esoteric to common currency. Arguably, the police killings of mostly unarmed black men in the US (BBC, 2021; Lett, Elle, Emmanuella Ngozi Asabor, Theodore Corbin, and Dowin Boatright. ‘Racial Inequity in fatal US police shootings, 2015–2020.’ J Epidemiol Community Health 75, no. 4 (2021): 394–397.) and the worldwide resurgence of the Black Lives Matter movement (Howard University, 2018) have helped to propel UK society and universities into a heightened awareness of inequality and the barriers confronting BAME people in both their everyday lives and higher education (Centre for Social Justice, Facing the facts: Ethnicity and disadvantage in Britain: Disparities in education, work, and family, Centre for Social Justice, London, 2020; Cooil. ‘A young girl wearing a face mask holds a banner about white privilege at a black lives matter protest in Richmond.” Shutterstock, 2020.; Advance HE. Advance HE, 2021.). This has led to an often-uncomfortable re-examination of the history of the more venerable universities (Bell Romero, 2022; Sommerville, 2022). Furthermore, there is a general recognition that in the post-92 institutions as the demography and culture of UK society have rapidly evolved, there has been a greater increase in BAME students than in older universities (Read et al., 2003; Mike, Molesworth, Richard Scullion, and Elizabeth Nixon. Research gate. Routledge Taylor and Francis Group, January 2, 2018.), as a consequence the student body at a number of London universities is projected to be majority BAME by 2030, while some Russell group institutions outside the Capital will remain predominantly white for the foreseeable future (Access, HE. Higher education awarding gaps and ethnicity in London: Going beyond BAME, 2021.). In parallel with extensive and accelerating demographic changes, UK universities are coping with the rapid erosion of their status as semi-autonomous temples of learning that reflect wider society and their transformation into executors of government policy constrained by regulation, marketisation and funding imperatives (Wade, 2013; Collini, British Journal of Educational Studies 66: 450–451, 2017; Emejulu, Political Studies Review 17: 202–206, 2019).

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The Decolonising Movement in UK Universities

  • 章节

  • 发表日期：

    2025年

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  • Tracey Davanna,
  • Esmorie Miller,
  • Peace Ojimba-Baldwin,
  • Becky Shepherd

摘要

This chapter purports that in the space of little more than a decade, the term ‘decolonisation’ has gone from the esoteric to common currency. Arguably, the police killings of mostly unarmed black men in the US (BBC, 2021; Lett, Elle, Emmanuella Ngozi Asabor, Theodore Corbin, and Dowin Boatright. ‘Racial Inequity in fatal US police shootings, 2015–2020.’ J Epidemiol Community Health 75, no. 4 (2021): 394–397.) and the worldwide resurgence of the Black Lives Matter movement (Howard University, 2018) have helped to propel UK society and universities into a heightened awareness of inequality and the barriers confronting BAME people in both their everyday lives and higher education (Centre for Social Justice, Facing the facts: Ethnicity and disadvantage in Britain: Disparities in education, work, and family, Centre for Social Justice, London, 2020; Cooil. ‘A young girl wearing a face mask holds a banner about white privilege at a black lives matter protest in Richmond.” Shutterstock, 2020.; Advance HE. Advance HE, 2021.). This has led to an often-uncomfortable re-examination of the history of the more venerable universities (Bell Romero, 2022; Sommerville, 2022). Furthermore, there is a general recognition that in the post-92 institutions as the demography and culture of UK society have rapidly evolved, there has been a greater increase in BAME students than in older universities (Read et al., 2003; Mike, Molesworth, Richard Scullion, and Elizabeth Nixon. Research gate. Routledge Taylor and Francis Group, January 2, 2018.), as a consequence the student body at a number of London universities is projected to be majority BAME by 2030, while some Russell group institutions outside the Capital will remain predominantly white for the foreseeable future (Access, HE. Higher education awarding gaps and ethnicity in London: Going beyond BAME, 2021.). In parallel with extensive and accelerating demographic changes, UK universities are coping with the rapid erosion of their status as semi-autonomous temples of learning that reflect wider society and their transformation into executors of government policy constrained by regulation, marketisation and funding imperatives (Wade, 2013; Collini, British Journal of Educational Studies 66: 450–451, 2017; Emejulu, Political Studies Review 17: 202–206, 2019).