This dissertation aimed to investigate whether the movement ‘Decolonise the curriculum’ was a true form of allyship. With a particular focus on examining how the implantation of this initiative was being undertaken at a university in the Midlands. Through the examination of previous literature, it was evident that many scholars had been questioning whether teaching was truly transformative given the fact that majority of the knowledge-based systems are rooted in colonial practice. It is worth noting that research in this study goes beyond previous literature by exploring how impactful the role of key factors such as allyship and social marketing have on the success of sustainable decolonising of the curriculum. This study was conducted through using qualitative ethnographic data, participants were observed for a number of months and then asked to answer a series of questions via an interview. The conclusion of this research paper yields mixed results, there are many factors that should be considered when discussing how effective allyship looks in social movements. Notably the efforts to promote and influence positive behavioural changes primarily fall on those in positions of power or senior leadership as they are able to enact change through policy changes, resourcing as well as efforts.
[Interview transcripts have been removed due to sensitive information.]
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