People v processes: the role of the academic librarian in supporting the decolonisation of learning and teaching at UK universities

Background

Decolonisation is a complex term reflected in the contention surrounding its definition. The UK university has faced increasing calls to decolonise and in turn examine its own entrenched coloniality. Part of the institution, the academic library has faced similar pressures to decolonise, notably regarding learning and teaching.

Aims

This study aimed to investigate how decolonisation is understood and perceived among academic librarians to gain insight into how the academic library can best support the decolonisation of learning and teaching at UK universities.

Methods

The research took an inductive approach. Purposive sampling was used to recruit nine librarians from eight UK university libraries for semi-structured interviews. The qualitative data was analysed using thematic analysis which provided insight into decolonisation practice in UK academic libraries.

Results

There is a clear willingness among librarians to actively contribute to decolonisation work at their respective institutions. This proactiveness is essential and where decolonising work is codified in strategy, a dedicated role or allocated time and resources, these initiatives are arguably more effective. This is particularly the case when coupled with strong library leadership and institutional support.

Conclusion

Decolonising learning and teaching can take many guises. Librarians must be proactive in their approach and willing to do the work. When guided by strong library leadership and with the support of the institution, these librarian activists are arguably best placed to support the decolonisation of the curriculum given their proximity to resources, academics and students. It is questionable, however, whether a decolonised curriculum alone constitutes success.