Workshops: Decolonising the Curriculum (Tobey Ahamed-Barke), Reasonable Adjustments at Sussex: Policy and Practice led by Graeme Pedlingham and From Bystander to Upstander led by Dr. Özden Melis Uluğ.

Across three sessions—on decolonising the curriculum, the evolving Reasonable Adjustments policy, and bystander intervention—attendees were encouraged to reflect on how teaching practices can be reimagined to better support student voice, belonging, and empowerment. 

Workshop 1: Decolonising the Curriculum 

Led by Tobey Ahamed-Barke 

The day began with a question written across a whiteboard: Why do we need to decolonise the curriculum? Post-it notes from participants quickly filled the space—referencing awarding gaps, Eurocentric canons, and the need to reflect diverse perspectives and lived experiences in the curriculum. 

Tobey encouraged attendees to think beyond reading lists, framing decolonisation as both content and pedagogy. What emerged was a shared understanding that decolonising means rethinking knowledge production itself—centering global perspectives, challenging historical hierarchies, and designing modules that speak to a diverse student body. 

Drawing on his work as Race Equity Advocate in Media, Arts and Humanities, Tobey introduced four guiding principles (with associated prompts) to support inclusive module design: 

1. Is this module global? 

2. Whose voices are centred? 

3. Are all topics taught equally? 

4. Might my choices adversely impact students? 

The conversation moved from theory to practice with discussions not only of the content we teach, but how we teach it. This means we could flip the traditional lecture-seminar order, encourage personal reflection in assessments, and design safer classroom cultures where all students—especially those from underrepresented backgrounds—feel confident to participate.  

This workshop highlighted the importance that discussions such as these are had with students, between departments, and at every level of the University. This way, Sussex can holistically engage its curriculum with decolonial praxis, with a mission of positive student experience at its core. 

Workshop 2: Reasonable Adjustments at Sussex: Review and Practice 

Led by Professor Graeme Pedlingham 

The session offered attendees early insight into changes coming out of the University’s Reasonable Adjustments Review—developed in response to the findings of the Natasha Abrahart case. 

These changes, while grounded in existing legal obligations, signal a culture shift at Sussex. The review explicitly adopts a social model of disability, that shifts the focus from the individual to attempting to address societal barriers. Graeme also stressed that reasonable adjustments should not be confused with convenient adjustments. As Graeme noted, real inclusion requires consideration of how we develop our systems, cultural attitudes, and everyday teaching delivery. 

Participants discussed challenges surrounding in-class assessments, communication between teams across the University, and trying to avoid a burden being placed on students (e.g. if they find themselves repeatedly disclosing and explaining their disabilities). Students in the session discussed the impact of being called on to speak in lectures, expressing that it made them feel uncomfortable and unconfident. They suggested that this approach be reconsidered in teaching practice. 

Over 30% of new Home undergraduate students joining Sussex last year declared a disability. This is above the national average. It is therefore vital to make our education inclusive by design. 

There was strong consensus that inclusive teaching must be integrated into curriculum and module design, not added on later. A recurring recommendation? Make inclusive pedagogy and Reasonable Adjustments training a standing item at Faculty meetings—and embed them into core curriculum development. 

Workshop 3: From Bystander to Upstander 

Led by Dr. Özden Melis Uluğ 

In the final workshop of the day, led by social psychologist Dr. Özden Melis Uluğ, participants explored how to move from a passive witness to an active ally when encountering discrimination in academic settings. 

Melis introduced the Five D’s of bystander intervention—Distract, Delegate, Direct, Document, and Delay—and invited participants to think about how each might be used in classroom settings.  

The session also addressed the emotional and structural barriers that often prevent intervention, such as fear of escalation, uncertainty about what to say, and lack of institutional support when you do intervene. 

Applying the Five Ds in the teaching space, the workshop also offered practical examples of how these approaches can be used in teaching spaces: 

1. Distract: Redirect conversation after a harmful comment (e.g., “Let’s reflect on how cultural backgrounds shape interpretation.”) 

2. Delegate: Consult with colleagues or students in the room (e.g., “Would anyone like to share how language like that might impact others in our community?”) 

3. Direct: Acknowledge problematic language calmly but firmly (e.g., “That comment reinforces a stereotype, can you reflect on why that might be problematic?”) 

4. Document: Keep notes of repeated incidents and share with an Equality Diversity and Inclusion Lead or the Director of Student Experience, as appropriate 

5. Delay: Follow up with the affected students or colleagues to offer support and resources. 

Moving from theory to practice 

One of the key takeaways was that inclusive practice means acting with intention—not just designing inclusive curricula or issuing policies, but developing the interpersonal courage and cultural awareness to respond meaningfully to discrimination. Melis made the case for bystander training as part of mandatory staff development, possibly in a bite-sized, online format so that everyone at the university can access these essential tools. 

A shared thread: Inclusion as practice 

All three sessions underscored the importance of centring student voice—not as an outcome of inclusion, but as its foundation. Whether it’s redesigning content, shifting the structure of a session, or responding meaningfully to student needs, inclusion begins with listening and responding—with intention.