Decolonizing Syllabi in Practice
Thursday, February 26
2–3:30 p.m.
Online
Link to register for the event
This interactive workshop invites graduate students/TAs to take a fresh look at the syllabus as a living document rather than a fixed contract. Colonial legacies are often embedded in course design and curriculum structures, shaping what counts as valid knowledge, whose voices are prioritized, and how learning is evaluated. Together, we will critically examine how choices about readings, course guidelines, assignments, and grading structures can reproduce coloniality.
Through a collaborative Decolonizing Syllabi in Practice, we will reimagine how a syllabus can:
- Be seen as a living document.
- Create space for diverse voices and epistemologies.
- Encourage decolonizing learning environments.
- Examine dominant norms embedded in course design and evaluation.
The session emphasizes a co-creative approach where participants explore the syllabus together with others, sharing strategies, and reflecting on what it means to approach the syllabus through a decolonial lens.
Presenters
Ezgi Ozyonum, PhD (she/her)
Educational Developer (Student Development)
Rachelle McKay, MA (she/her)
Educational Developer (Indigenous Knowledges and Ways of Knowing)
Intended audience
- Teaching Assistants
- Graduate students
- Markers
- Demonstrators
Time
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