Decolonising Academic Narratives: Integrating Cultural Sensitivity into Curriculum Design

Abstract

Drawing on interdisciplinary dialogues within the humanities, this article critically examines how decoloniality can reshape university curricula to challenge entrenched Eurocentric paradigms. It posits that embedding diverse cultural perspectives into course content and pedagogical practices is essential for creating an inclusive and equitable academic milieu. Through the analysis of multiple theoretical frameworks, the study elucidates how a culturally sensitive curriculum can transform knowledge production by valuing varied epistemologies, enhancing student engagement through participatory and reflective learning, and invigorating academic discourse with pluralistic viewpoints. The paper subsequently advances a set of practical strategies—such as integrating learning materials drawn from a range of cultural traditions, adopting collaborative and community-engaged teaching methodologies, and implementing continuous formative assessments—that educators can deploy across disciplinary boundaries. Thus, articulating how these decolonial approaches can be systematically operationalised, the study highlights their capacity to redress knowledge imbalances and foster genuine equity. This contribution enriches scholarship in the humanities on diversity and decolonisation by offering a coherent model for curriculum transformation—one that validates diverse experiences, promotes democratic participation, and cultivates educational landscapes in which all students see their cultures and identities reflected in the learning process.