"Decolonizing the curriculum is a way of questioning and broadening academic practices and pedagogies to include and respect all cultures and belief systems, not just the cultures and belief systems of countries that participated and participate in modern colonialism, or the process of gaining political and economic control of a region after occupying it with settlers . The countries typically considered as colonizers include Western European nations, as well as Russia, Japan (i.e., in Korea) and China (in Tibet and beyond), although these definitions shift depending on the time period under discussion."
"How to Create a Culturally Inclusive Syllabus and Course," the web document where this topic is discussed in detail and from which these suggested books come, is available here.
For a powerful perspective from an Indigenous voice embedded in the other side of the “decolonizing” concept, please read Bri Alexander’s story poem entitled “Frames.” In this work “Bri Alexander (City University of New York, Graduate Center) reflects on the phenomenon of linguistic framing and its oft-harmful effect on BIPOC communities,” published in the AAALGrads Newsletter (American Association for Applied Linguistics) Fall 2020 issue.
This is a collaborative dynamic resource, so please don't hesitate to contact me if you have titles to suggest.
*Both of these are written by white men, so word of caution, but both have excerpts which could be helpful.
"Culturally-relevant education (CRE) refers to a framework created to promote diversity, equity, and inclusion in the education system and to decolonize our pedagogy. Numerous books that deal with culturally-responsive teaching and culturally-relevant pedagogy in some form have been written, some recommendations include:"
Selections from the below titles might be relevant for classroom use.