Going beyond the difficult conversation in decolonising pedagogy

How should we decolonise curriculum? This question is driving the prospect of a new pedagogy across HE institutions. Working in an institution with a student and staff population representing a range of nationalities and ethnic groups many of which have personally affected by the colonisation, it might be assumed that we know the answer to this question. But this is not a case, our students, faculty, professional staff and Executives maintain divergent views about what decolonisation means, and why and how should we engage with it. Obviously, this means that we are not on the same page and, this impedes us to formulate a shared understanding of the rationale, method and outcome of the process of decolonising pedagogy. In this paper, therefore, we will describe and reflect the social and organisational conditions in starting the process of shared understanding, leading to the development of our three-year decolonising the curriculum plan.