A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum

• Kelechi O. Uleanya ^[1] ; Samantha K. Furfari ^[1] ; Leonie C. Jones ^[1] ; Kgato P. Selwe ^[1] ; Amelia B. Milner ^[1] ; Caroline E. H. Dessent ^[1]
  1. [1] University of York

     University of York

     Reino Unido

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 7, 2023, págs. 2583-2590
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In our taught chemistry curricula, the majority of individuals who are used to illustrate historical aspects of chemistry topics are white, western chemists. Decolonizing the undergraduate chemistry curricula is increasingly recognized as an important step toward developing a more inclusive higher-education environment for students from minoritized ethnic backgrounds. Here, we provide the first openly accessible resource that provides examples of both individual scientists and groups that can be used to illustrate chemistry teaching, and hence provide role model examples of scientists from different cultures. More generally, the resource provides a significant body of examples for chemistry educators to use as they begin working toward decolonizing their curricula.