Higher education institutions across the UK and beyond have increasingly stated their commitment to decolonising the curriculum (DtC), however there is often a lack of guidance on how this may be achieved. Criminology, as a discipline, bears a particular responsibility to address inequality and oppression in its interrogation of social harm/crime, social control, and achieving justice.

This two-year University Teaching Fellowship project endeavours to implement a processual approach to DtC that moves beyond merely tinkering with reading lists and provides a meaningful shift in epistemological hegemonies specifically for a criminology theory module. Inspired by the framework developed by Twyman-Ghoshal & Lacorazza (2020; 2021), which centred antiracist recall and intellectual reflexivity, this pedagogical project focused on co-created decolonised practice.

Using a participatory action research model, students and staff were engaged in ongoing contribution to curricular review and enhancement. The project was designed with ongoing evaluation mechanisms to examine the effects of the changes to the curriculum. This presentation will provide insight into the project, the design of the intervention, and the initial outcomes.