Our shared journey towards a decolonised curriculum

Samya Sarfaraz, Joseph Hartland


This case study explores the journey that staff and students have undertaken at the University of Bristol Medical School (BRMS) towards creating a decolonised and diverse medical curriculum, culminating in the formal recognition of a partnership between medical school staff and the BAME Medical Student Group to challenge racism and decolonise our curriculum.

Through the use of personal and honest reflections we seek to identify key messages for White staff who wish to act as allies, and for students experiencing racism who wish to see institutional change at their medical school.  

This case study will seek to help readers learn from both our success and our mistakes; demonstrating the importance of White allyship and the impact of empowered BAME students' voices.


Equality; Decolonisation; Diversity; Inclusion; Curriculum

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DOI: http://dx.doi.org/10.21100/jeipc.v7i1.1033


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