A Multimodal Approach
A Guide to Decolonial Syllabus Design
The first step to decolonizing the classroom...
A good rule of thumb to crafting a diverse syllabus is to avoid creating a list of texts written exclusively by dead white men. But beyond that, how should instructors design a decolonial syllabus? This guide highlights four main points: (1) diversifying course readings, (2) including flexible options for assignments, (3) providing campus and community resources, and (4) being prepared to edit and adapt the syllabus as the semester progresses.
Course Readings
Beyond choosing texts written by diverse voices (such as women of color), consider diversifying the content of your readings as well, choosing topics that apply to your students' experiences and needs. For example, Donna Hemans' essay "How I Learned to Embrace Jamaican Patois, the Language of My Youth" can open up a conversation about standard language, writing voice, and conventions. Other topics you might incorporate into your syllabus include culture/subculture, socioeconomic issues, religion, LGBTQ+ rights, feminism, disability rights, and environmentalism.
Assignment Options
When creating assignments for your class, you should always keep in mind that the best assignments are those that balance necessary skills with student interest. That is to say, you want to be sure that your assignments will fulfill course objectives by helping students learn to implement strategies of composition while also providing space for students to creatively express themselves and find enjoyment in their work. For that reason, you should always provide multiple prompts and flexibility in your assignments. This not only ensures that students will be able to turn the assignment into something that interests them and is appropriate to the course, but also allows for accommodations for students who might need them.
Campus and Community Resources
Your school might require you to list certain resources and regulations in your course syllabus, but you should also include information tailored to your class and students. For example, you should highlight tutoring and student support options in addition to opportunities for campus and community engagement. If you're teaching a class for non-native speakers of English, list clubs or other students organizations that your students might be interested in, such as an International Student club, First Generation resources, and a language/conversation or culture club. You can also list community volunteer and involvement opportunities that will engage students in issues that you might discuss in class or help them develop communication and leadership skills.
The Living Document
Finally, you should be open to adjusting and altering your syllabus as needed throughout the semester. At Wichita State, syllabi include a disclaimer that the document is "not a contract" and should not be treated as such. I believe that instructors should take this concept further by gauging students' needs and concerns at various points in the semester and changing the schedule or assignments accordingly. Instructors should also be open to student feedback and be willing to incorporate student ideas into the course syllabus as appropriate. This should ensure student investment in the course and encourage active learning and communication.