This is Episode 1, Part 2 of the DeCoGLAM podcast mini-series. In this episode, host Dustin Hosseini engages in dialogue with Dr Sara Camacho Felix, Senior Lecturer in Global Cultures and Liberal Arts Education, from King's College London and Samuel Owusu Achiaw, Medical Doctor and Health Economics Researcher, from the University of Glasgow, who discuss the role of GLAMs in decolonisation.

This project forms part of the "Community building in Decolonising GLAMs (DeCoGLAM)" which received internal flexible funding from the Collaborative Cultures programme, a Wellcome Trust-funded institution-wide programme at the University of Strathclyde aimed at promoting more inclusive and collaborative cultures in research and innovation. 

References:

Centre for Research on Racism, Ethnicity and Inequality. (n.d.). CRER. ⁠https://www.crer.org.uk/⁠

Centre for Research on Racism, Ethnicity and Inequality. (n.d.). Acknowledgement ✅ Apology ✅ Action? CRER. ⁠https://www.crer.org.uk/blog/acknowledgement-apology-action⁠

Museums Association. (2022, April). Glasgow publishes slavery audit. Museums Journal. ⁠https://www.museumsassociation.org/museums-journal/news/2022/04/glasgow-publishes-slavery-audit/⁠

Quijano, A. (2000). Coloniality of power, Eurocentrism, and Latin America (M. Ennis, Trans.). Nepantla: Views from South, 1(3), 533–580.

Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Bloomsbury Publishing.

Vergès, F. (2024). A programme of absolute disorder: Decolonizing the museum (M. Thackway, Trans.). Pluto Press.

Project information:

© DecoGlam Project, 2026. The DeCoGlam Podcast Series is licensed under a Creative Commons Attribution 4.0 International Licence (CC BY 4.0). You may share and adapt the material provided that appropriate credit is given to the DecoGlam Project and the individual speakers.

The music credit artists are Song: Embrace by Composer: Sappheiros.

Their website: ⁠https://open.spotify.com/artist/5ZVHXQZAIn9WJXvy6qn9K0⁠

License: Creative Commons (BY 3.0) ⁠https://creativecommons.org/licenses/by/3.0/⁠

Music powered by BreakingCopyright: ⁠https://breakingcopyright.com⁠

This is Episode 1, Part 1 of the DeCoGLAM podcast mini-series. In this episode, host Dustin Hosseini engages in dialogue with Dr Sara Camacho Felix, Senior Lecturer in Global Cultures and Liberal Arts Education, from King's College London and Samuel Owusu Achiaw, Medical Doctor and Health Economics Researcher, from the University of Glasgow, who discuss the role of GLAMs in decolonisation.

This project forms part of the "Community building in Decolonising GLAMs (DeCoGLAM)" which received internal flexible funding from the Collaborative Cultures programme, a Wellcome Trust-funded institution-wide programme at the University of Strathclyde aimed at promoting more inclusive and collaborative cultures in research and innovation. 

References:

Centre for Research on Racism, Ethnicity and Inequality. (n.d.). CRER. https://www.crer.org.uk/

Centre for Research on Racism, Ethnicity and Inequality. (n.d.). Acknowledgement ✅ Apology ✅ Action? CRER. https://www.crer.org.uk/blog/acknowledgement-apology-action

Museums Association. (2022, April). Glasgow publishes slavery audit. Museums Journal. https://www.museumsassociation.org/museums-journal/news/2022/04/glasgow-publishes-slavery-audit/

Quijano, A. (2000). Coloniality of power, Eurocentrism, and Latin America (M. Ennis, Trans.). Nepantla: Views from South, 1(3), 533–580.

Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Bloomsbury Publishing.

Vergès, F. (2024). A programme of absolute disorder: Decolonizing the museum (M. Thackway, Trans.). Pluto Press.

Project information:

© DecoGlam Project, 2026. The DeCoGlam Podcast Series is licensed under a Creative Commons Attribution 4.0 International Licence (CC BY 4.0). You may share and adapt the material provided that appropriate credit is given to the DecoGlam Project and the individual speakers.

The music credit artists are Song: Embrace by Composer: Sappheiros.
Their website: https://open.spotify.com/artist/5ZVHXQZAIn9WJXvy6qn9K0
License: Creative Commons (BY 3.0) https://creativecommons.org/licenses/by/3.0/
Music powered by BreakingCopyright: https://breakingcopyright.com

In this episode the team share their ideas behind The Pluriversity Podcast and what motivated them to get involved with the project, as well as their highlights from the series.

As you listen, if you wish, you can provide feedback here: https://forms.office.com/e/rJWZhNCPp5

Our blog: https://decolonising.glasgow.ac.uk/

In this episode, Prof Rowena Arshad, Prof Emerita from the University of Edinburgh who was awarded an OBE in 2001 for services to race equality in Scotland and a CBE for services to equality and education in 2019, provides her perspective on how to decolonise Higher Education. She highlights the difficulty of the task which goes beyond what we teach but also how we assess and supervise our students, and which is often faced with backlash. She explains how although those in positions of power have a major role in decolonising Higher Education, everyone must be involved in this initiative which requires planning and needs to be informed by the lived experiences of those whose voices, identities, lives, contributions, histories have been rendered invisible or overwritten as a result of colonialism and imperialism. This episode was co-hosted by Michele Vincent and Dustin Hosseini.

Our blog: https://decolonising.glasgow.ac.uk/

In this episode, Dr Geetha Marcus, Senior Lecturer in Teacher Education at the University of Edinburgh, discusses ways of decolonising primary education, which, despite the moves towards inclusive practices, involves challenging the existing authoritarian, one size fits all nature of our schools. She suggests including indigenous knowledge and skills, giving genuine and meaningful space to creativity and pupil voice, and reimagining different spaces of learning. She further highlights how leadership, academics and students all have the power to decolonise Higher Education institutions and highlights some of the difficulties she has faced along her journey. This episode was co-hosted by Michele Vincent and Dustin Hosseini.

Our blog: https://decolonising.glasgow.ac.uk/

In this episode, we talk to Munyaradzi Mushonga, Senior Lecturer & Programme Director for Africa Studies, Centre for Gender & Africa Studies, at the University of the Free State in South Africa. Munyaradzi gives us his grounding and starting points for understanding and developing a decolonial practice in Higher Education, offering a thoughtful and thought-provoking entry point for anyone looking to begin their decolonial journey. This episode was hosted by Dustin Hosseini and Laura Tansley.

Our blog: https://decolonising.glasgow.ac.uk/

In this episode we talk to Kyra Araneta and Dr Fatima Maatwk from the University of Westminster about the potential of podcasts to co-create knowledge and communicate to a wide range of audiences. Both have been involved in making the Pedagogies for Social Justice podcast a huge success. With over 30 episodes it has just wrapped up its third season. Kyra talks about how the podcast space can be made safe for guests and Fatima emphasises the importance of partnering with students when doing decolonial and social justice work. This episode was co-hosted by Julia Bohlmann and Michele Vincent.

Our blog: https://decolonising.glasgow.ac.uk/

In this conversation, Olumuyiwa Opaleye, postgraduate student at Edinburgh Napier University, and Omar Saleh, undergraduate student at the University of Glasgow, talk about their experiences of being an international student in Scotland. Both represent students at their university and share what motivated them to get involved, campaigns close to their heart, and offer their perspectives on taking action on Decolonising the Curriculum. This episode was co-hosted by Molly Mead, Aniela Bankowicz and Julia Bohlmann.

Our blog: https://decolonising.glasgow.ac.uk/

In this conversation with Dr Barbara Adewumi and Rachel Gefferie we discuss how racism and coloniality are intertwined and how the Diversity Mark Programme works to create a sense of belonging among racially minoritized students at the University of Kent. Crucially, students are engaged in this process as paid staff members who are trained to enter negotiations with course conveners. While Rachel outlines how this process works in practice, Barbara gives insight into Critical Race Theory and how it is used as a conceptual and methodological framework for the programme. This episode was co-hosted by Julia Bohlmann and Aniela Bankowicz.

Since the recording of this episode, Barbara has been promoted to Senior Research Fellow. 

• TASO stands for Transforming Access and Student Outcomes in Higher Education 
• Toward a Critical Race Theory of Education by Gloria Ladson-Billings in Teachers College Record: The voice of scholarship in education,  Volume 97, Issue 1 https://doi.org/10.1177/016146819509700104 

• Thomas, D. S.P and Jivraj, S. (eds). (2020) Towards decolonising the university: A kaleidoscope for empowered action. Oxford: Counterpress. 
• Cross-disciplinary, collaborative & student-led: Developing a change process for diversifying reading lists (2022) https://www.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.01 
• Adewumi, B; and Mitton, L. 2022. ‘Diversifying the Social Policy Curriculum: A Collaborative Approach’. Social Policy and Society 21 (1): 54–67. ⁠https://doi.org/10.1017/S1474746421000506⁠.
• Adewumi, Bailey, Mires-Richards and Quinlan et al (2022). Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.20.1.01    

• Bourdieu Pierre (1977). Outline of a Theory of Practice. Cambridge University Press. (The article Pierre Bourdieu: Habitus (criticallegalthinking.com))   
• De Pina-Cabral, João (2017) World – an anthropological examination. Chicago. Chicago Distribution Center. 11030 S. Langley. IL 60628.  
• Wekker Gloria (2016). Paradoxes of Colonialism and Race. Duke University Press  
• Report from UUK (Universities UK) and the (National Union of Students) NUS,  BAME attainment at UK Universities (2019) 

Our blog: https://decolonising.glasgow.ac.uk/

In this episode we speak to activist, educator, and organiser Sapna Agarwal. Sapna discusses her perspective on decoloniality in community settings, and how space and place plays a role in developing a decolonial practice, and how institutions can support and share learning with community organisations to mutually benefit our ongoing decoloniality. Sapna also speaks about emotions, and specifically joy, as an essential part of her practice. This episode was co-hosted by Laura Tansley and Dustin Hosseini.

Our blog: https://decolonising.glasgow.ac.uk/