Reimagining Course Content and Curriculum through Knowledge Justice
This workshop uses decolonial and knowledge justice lenses to reconsider course design, exploring how learning outcomes and course content can either narrow or expand the forms of knowledge that students encounter throughout a course. Participants will critically examine the assumptions embedded within common curricular practices, reflecting on how course content signals whose knowledge is recognized or valued. Through guided activities, attendees will re-examine their syllabus to consider how design choices shape students' sense of epistemic belonging and where they can bring in a broader range of knowledge traditions, lived experience, and ways of knowing.
