Lead supervisor:
Dr Steve Garner 
Other supervisor(s):
- Dr Jane Gatley
Start date: October 2025 (Full time)
Award: General
Subject Pathway:
Sociology / Science and Technology Studies
Thematic Cluster:
Society and Well-Being Cluster
Decolonising in Practice: Co-Creating a framework for best practice in decolonising the student experience at Welsh Higher Education Institutions, using Participatory Action Research (PAR)
The theory of decolonising is bereft without practice. My research explores participatory action research to co-create a decolonial framework for decolonising the curriculum with students in Welsh HEIs. While many universities speak about decolonisation, few meaningfully include the voices of those most affected, the learners. Working collaboratively with diverse student communities, my research will explore how knowledge systems, pedagogies, and power dynamics in higher education can be reimagined to reflect local contexts, multiple epistemologies, and social justice values.
The proposed framework will support decolonial practices in Wales, the implementation of HEIs’ priorities in reviewing the curriculum, i.e. tackling inequalities and promoting a culture of belonging. These are in line with Welsh HEIs’ Strategic Equality priorities, including, Swansea and Cardiff University, to reduce the degree awarding differential, and develop a curriculum and University culture that is inclusive, anti-racist and improves students’ sense of belonging (Cardiff University, 2024; Swansea University, 2024).
Decolonising in Higher Education Institutions (HEIs) has gained significant interest, as a response to reducing racial inequalities in Higher Education; with an existing degree awarding gap of 19.3% for Black students across the UK (UAL, 2023). The introduction of the Race Equality Charter (REC) in Welsh HEIs, and the Welsh Government’s ambition for an anti-racist Wales, reflects a commitment to address these existing inequalities in HE (Welsh Government, 2022). A core element of the decolonial movement is acknowledging HEIs’ contributions in representing and replicating inequalities perpetuated by Eurocentrism. Thus, influencing the curriculum, pedagogy, and research, all which constitute the student experience. “Educational experience implies more than just topics covered in a course. It encompasses the attitudes, values, dispositions and worldviews that get learned, un-learned… while studying towards a degree” (Mgqwashu, 2017). These impact students’ attainment, and mobility, particularly those from minority ethnic backgrounds in the UK (Campbell, 2024; Hall & Tandon, 2017).
Despite growing interest and depth of theoretical work, academics and institutions still grapple with the concept of decolonising in practice for many reasons including, fear of ‘cancel culture’, leading to tokenistic work across institutions (Campbell, 2024; Bird & Pitman, 2020). The goal is not just to critique colonial legacies in education, but to build practical, student-driven models for inclusive, equitable, and contextually relevant curricula.
Bibliography
Bird, S. K., Pitman, L. (2020). How diverse is your reading list? Exploring issues of representation and decolonisation in the UK. High Educ 79, 903–920
(2020). https://doi.org/10.1007/s10734-019-00446-9
Campbell, P, I. (2024). Decolonising the curriculum hasn’t closed the gap between Black and white students- here’s what might. The Conversation. Decolonising the curriculum hasn’t closed the gap between Black and white students – here’s what might
Cardiff University (2024). Strategic-Equality-Plan-2024-2028.Strategic equality plan 2024-2028 - Cardiff University
Hall, B.L. & Tandon, R. (2017). Decolonization of knowledge, epistemicide, participatory research and higher education. Research for All, 1 (1), 6–19.
DOI 10.18546/RFA.01.1.02.
Mgqwashu, E. (2017). Universities can’t decolonise the curriculum without defining it first. Universities can’t decolonise the curriculum without defining it first
Swansea University (2024). Strategic-Equality-Plan-2024-2028. Strategic-Equality-Plan-2024-2028---April-3rd.pdf
University of the Arts London (2023). UAL Ethnic Representation Index 2023. UAL Ethnic Representation Index 2023
Welsh Government (2022). Anti-racist Wales Action Plan. Anti-racist Wales Action Plan: 2022 | GOV.WALES
Biography
Theresa Ofure Ogbekhiulu (FHEA) is a racial equity advocate, social researcher, and EDI strategist, with expertise in governance and policy development. She is a fully funded WGSSS PhD researcher in Sociology, researching race, decoloniality, student voice, and structural inequality in higher education, with a focus on decolonising curricula and inclusive pedagogy.
She previously led race equality work at Swansea University as Senior Project Adviser, co-leading the institution’s Race Equality Charter submission and advancing strategic initiatives on anti-racism and inclusive student engagement. Theresa holds an MSc in Social Research Methods (Distinction), an MA in Communications, Media and Public Relations (Distinction), and a BA in Media and Public Relations (First Class Honours).
Theresa has published an e-book chapter, Decolonising Curricula and Pedagogy at a Welsh Higher Education Institution: The Student Perspective, in the Decolonial Education and Youth Aspirations series initially published in Global Policy- Decolonising Curricula & Pedagogy at a Welsh Higher Education Institution: The Student Perspective | Global Policy Journal. Drawing on interviews with students across Wales, the chapter centres student lived experiences to examine belonging, voice, curriculum representation, classroom power, and the emotional labour of racialised students.
She is the founder of Edutee Global, a Fellow of Advance HE, and serves as a school governor and Non-Executive Director at Swim Wales. Her work has been recognised through awards including NUS Wales Liberation Campaign of the Year and the Black History Wales Academic Achievement Award.