Knowledge Colonisation: School Curriculums - a Narrow Worldview?

In her influential book, Decolonizing Methodologies, Linda Tuhiwai Smith argues that the concept of "knowledge" has often been shaped by colonial agendas, particularly through the Western tradition of defining what is valid and valuable to learn. In Chapter 3, “Colonizing Knowledges,” Smith discusses how knowledge itself became a tool for colonization, shaping societies' understanding of what counts as truth while dismissing the rich, diverse, and complex ways of knowing that existed long before Western intervention. This colonization of knowledge has left a legacy that permeates modern educational systems worldwide, often narrowing the scope of what students learn and experience in classrooms.

Knowledge colonization involves the process of selecting, structuring, and promoting certain knowledge systems while invalidating or marginalizing others. For centuries, European colonial powers asserted the superiority of Western knowledge frameworks and dismissed Indigenous and non-European forms of knowledge as primitive or inferior. This attitude paved the way for Eurocentric educational models that continue to dominate schools and universities today. The curriculums in many education systems reflect this legacy, structured around perspectives and histories that prioritize Western science, literature, philosophy, and history. As a result, students are exposed to a limited view of the world that often overlooks the insights, values, and knowledge systems of diverse communities across the globe.

This approach to curriculum design not only erases Indigenous and non-Western perspectives but also constrains students’ understanding of the world. By marginalizing global community knowledges—such as Indigenous environmental practices, African philosophical systems, and Asian approaches to science and medicine—education systems prevent students from developing a well-rounded worldview that is both inclusive and culturally responsive. Consider, for example, how traditional ecological knowledge from Indigenous communities could help students better understand sustainable environmental practices or how African oral histories might offer alternative insights into historical events. When these perspectives are omitted from the curriculum, students are left with an incomplete picture, one that implicitly privileges Western perspectives over others.

The inclusion of global community knowledges in curriculums would offer students a richer, more nuanced understanding of the world. Imagine a science curriculum that includes both Western scientific methods and Indigenous approaches to land stewardship, or a history syllabus that interweaves European and non-European narratives to provide a broader perspective on world events. These changes would not only enrich students' knowledge but also foster respect for cultural diversity and encourage critical thinking about whose knowledge is deemed valid and why.

Decolonizing school curriculums is not just about adding in a few extra chapters on other cultures; it’s about rethinking the foundations of education to reflect a world where multiple knowledges can coexist, interact, and inform each other. Embracing a decolonized approach to education means empowering students to appreciate and engage with the vast range of perspectives that make up our global community. It opens up space for learning that is inclusive, empathetic, and, ultimately, more reflective of the rich diversity of human knowledge.