McCarthy-Brown, N. (2014). Decolonizing Dance Curriculum in Higher Education: One Credit at a Time. Journal of Dance Education, 14(4), 125-129.
In this short essay, McCarthy-Brown argues that dance programs should move towards "an inclusive system that does not privilege particular dance forms." She examines the disparity between the diversity-minded mission statements of college dance departments and the restrictions they face based on credit requirements. She offers several suggestions to professors who wish to make changes to the structure of their program.
Andraos, M. E. (2012). Engaging Diversity in Teaching Religion and Theology: An Intercultural, De-Colonial Epistemic Perspective. Teaching Theology & Religion, 15(1), 3-15. (PDF)
Andraos provides a primer on colonialism, decolonization, and how those two concepts affect learning and the classroom environment. They offer practical applications of decolonization in a Religion classroom. This article is best for professors unfamiliar with postcolonial studies and how to incorporate them into coursework and class discussion.