Description of impact
Description of impactBuilding on my research project Toward Decolonial Sociological Approaches Through the Lens of Palestine and Global Justice Struggles this work examined the decolonisation of sociology curricula through interviews and focus groups with students and staff at BCU. The research identified a strong demand for inclusive globally engaged teaching that centres Global South epistemologies and critically addresses colonial histories, racism and structural injustice. While the associated journal article represents a research output the primary impact lies in how this research is mobilised to shape curriculum practice, institutional reform and wider sector debates on decolonial pedagogy.
These findings directly informed my current BCU Small Grant project, Developing a Co-created Decolonising Sociology Curriculum Framework. This project translates empirical research into impact by co-producing a practical evidence-based framework with students and expert advisors from Warwick University. Through participatory workshops and an interdisciplinary advisory committee student voice and lived experiences are embedded into a framework designed to inform sociology course revalidation, pedagogical practice and learning outcomes. Internally this has shaped curriculum discussions at BCU including consideration of a new core module Connected Sociologies: Decolonial Global Sociology developed in direct response to student feedback.
Externally the project contributes to national debates on decolonial pedagogy within UK higher education where curriculum decolonisation has become a key sector-wide concern. I am leading the organisation of two panels at the BRISMES Conference (SOAS, June 2026) under the title Decolonising Curriculum, Pedagogical Practice and Reflexive Knowledge Production. These panels bring together approximately ten leading scholars and practitioners working on decolonial pedagogy providing a national platform to disseminate the project’s methodology, findings and co-creation practices beyond BCU. This dissemination activity is designed to influence pedagogical practice, foster cross-institutional learning and strengthen networks for future collaborative research. Following the conference, I plan to develop a special issue or edited volume emerging from these panels further consolidating the project’s contribution to national and international debates on decolonial education and knowledge production.
Evidence
• Research output informing impact:
Journal article submitted to The Sociological Review (January 2026): Reimagining Decolonial Sociology from the Global South: Epistemic Ruptures, Student Agency, and Global Justice. This article underpins the impact activity by evidencing the research base that informs curriculum transformation and sector-level debate.
• Curriculum engagement at BCU:
The introduction of a core module titled Connected Sociologies embedding decolonial and Global South perspectives within the revalidation process.
• External collaboration and capacity building:
Establishment of an advisory committee with Warwick University scholars, strengthening interdisciplinary expertise validating the framework, and supporting cross-institutional collaboration.
• National dissemination:
Organisation and leadership of two BRISMES 2026 panels at SOAS focused on decolonising curriculum and pedagogy.
Future impact
• The co-created Decolonising Sociology Curriculum Framework will be published as an open-access resource providing a practical and transferable model for curriculum transformation accessible to staff, students and universities nationally directly supporting the UK-wide movement to decolonise higher education curricula.
• The framework will function as a tested methodology for implementation across multiple universities strengthening applications for larger national grants and enabling sector-wide adoption of student-led, impact-driven decolonial practice.
• Dissemination through BRISMES and a planned special issue or edited volume will extend the project’s influence nationally and internationally shaping debates on decolonial pedagogy, reflexive knowledge production and inclusive curriculum design.
• Continued collaboration with Warwick University will support future co-funded research, deepen institutional partnerships and embed sustainable impact beyond the life of the current project.
| Impact date | 2025 |
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