Decolonizing the Curriculum: Beyond Token Representation in Education Systems

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Anju Thomas

Independent Researcher

Kerala, India

Abstract

Efforts to decolonize the curriculum have emerged in recent decades as a response to the continued dominance of Eurocentric paradigms in educational systems globally. While increasing attention is being paid to diversity and inclusion, many institutions have adopted approaches that are largely tokenistic—offering symbolic representations of marginalized groups without addressing structural biases. This manuscript critically evaluates the limitations of token representation and the necessity of a holistic, transformative rethinking of curriculum design. Drawing from interdisciplinary scholarship, postcolonial theory, and a mixed-methods study involving curricular reviews, educator and student surveys, and expert interviews, the paper explores how curriculum reform can move beyond surface-level diversity. Findings reveal that despite policy reforms, deeper pedagogical hierarchies remain intact, and knowledge systems outside the Western canon continue to be marginalized. True decolonization, as this paper argues, must address the epistemological foundations of education by recognizing and validating indigenous, local, and marginalized knowledge traditions. The study highlights challenges, such as institutional resistance and rigid policy standards, while also offering models of progressive practices from selected universities. In conclusion, the paper calls for a reimagining of curriculum as a dynamic, inclusive, and justice-oriented space that affirms multiple ways of knowing and learning.

Keywords

Decolonization, Curriculum Reform, Tokenism, Educational Equity, Postcolonial Theory

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