Decolonising Chemistry

The Department of Chemistry at the University of York is taking bold steps towards decolonisation and has recently published a key paper sharing its progress so far, with the goal of encouraging other departments to develop momentum towards a vibrant diversified and decolonized curriculum across the international chemistry community.

The Need for Decolonisation

Across UK Higher Education, it is well-evidenced that black and ethnic minority students have worse outcomes than their white peers with equivalent pre-university qualifications. Furthermore, the UK chemistry pipeline loses almost all of its black students after undergraduate studies. Clearly one way to address these issues is to ensure proper support and inclusion of such students in the university setting. 

In the broadest sense, decolonization involves identifying colonial systems, structures, and relationships, and working to challenge them. Although discussions of decolonization are increasingly common in Arts and Humanities departments, they remain rare in Chemistry. Decolonisation suggests the need to question the understanding of science as something that grew solely from the discoveries of a series of famous, western individuals. Instead, the colonial roots in science that can arise from both commerce and imperialism should be recognised. As such, the aim of decolonising science is to develop a more complete scientific perspective that better includes global voices and represents global challenges and interests.

Taking the First Steps

The Department of Chemistry has embarked on an ambitious program, and taken a number of key steps, developing an understanding of what decolonisation really means in a chemistry setting. It is important to note that this project was started in response to the Department listening to what its students were saying, both directly, and in the form of culture surveys in which the results were analysed by ethnicity.

A steering group was therefore set up comprising both staff and students. The group agreed that the first step was to communicate with the wider Department about a vision for decolonisation, and why it was important.

There is a belief amongst some scientists that science teaches ‘objective truth’ and well-established ‘discoveries’ and ‘facts’ and therefore does not suffer from colonial influences and attitudes. However, this view is a simplistic one, which fails to recognize how science developed, the environment in which scientists work, or the societal contexts in which it still operates. It is therefore essential to communicate clearly about decolonising chemistry.

A Strategic Approach

Having reflected about decolonising chemistry, the Department now aims to ensure that alongside its teaching of key chemical principles, it will:

• Teach diverse histories of chemistry and science showing influences of global thinkers, providing students with a degree of literacy in science history
• Explore science as a global endeavour and the importance of teamworking.
• Probe ethical considerations of applying science in a global society – the need for scientists to understand global development and engage with those from different cultures
• Include role model scientists from different backgrounds and cultures – to foster a sense of belonging for all in taught material.
• Discuss structures and hierarchies in science – how they can operate against minoritised groups.
• Empower all of our students with training in equality, diversity and inclusion.
• Celebrate (e.g.) Black History Month – invite speakers who reflect on their lived experiences, produce visual displays in the Department featuring ethnic minority scientists.

Decolonisation and Diversification

As work on decolonisation of the curriculum has progressed, it has become synergistic with concepts of more general diversification of the curriculum to better represent a wide range of minoritised groups, historically overlooked in the history of science. The Department aims to ultimately better balance its teaching in terms of all aspects of diversity. In addition to thinking about curriculum, it is hoped that decolonisation will provide a focus to think more generally about teaching and assessment and allow the possibility of a culture shift that provides a space for different views and ways of studying.

Reflecting on the progress of the decolonisation project so far, Head of Department, Professor Caroline Dessent said: “I'm passionate about creating the best possible environment in our department for all our students to study in. Our decolonising the chemistry curriculum project is a key part of the work we are doing to support minority ethnic students, and to educate all our students about the importance of viewing chemistry from a global perspective.”

Chair of the University Staff Race Equality Forum, Dr Avtar Matharu said: “Our courses must ensure our students have equal opportunities to thrive. The importance of decolonisation and diversification of our curricula is top-down driven, championed by Prof Kiran Trehan, Pro-VC Partnerships and Engagement, and Chair of University Race Equality Coordination Group.  We are making genuine change for a positive future.”

The paper on decolonization is published in Journal of Chemical Education.

“Our courses must ensure all of our students have equal opportunities to thrive.”