Supporting the decolonization of university learning and teaching: practicalities, practices, and possibilities. Book review: Tran, D. (2021) Decolonizing university teaching and learning: an entry model for grappling with its complexities. London: Bloomsbury Academic.


  • Jo Collins Canterbury Christ Church University



decolonization, reflection, university teaching and learning, TRAAC model, active inclusion

Author Biography

Jo Collins, Canterbury Christ Church University

Jo Collins is a Senior Lecturer in Counselling, Coaching and Mentoring at Canterbury Christ Church University. She is a qualitative researcher and coach, and her research has explored how students are 'validated' through their studies and how coaching and mentoring can support this. 


Cotton, D., Winter, J. and Bailey, I. (2013) ‘Researching the hidden curriculum: intentional and unintended messages’, Journal of Geography in Higher Education, 37(2), pp.192-203.

Heble, A. (2002) ‘Re-ethicizing the classroom: pedagogy, the public sphere and the postcolonial condition’, College Literature, 29, pp.143-160.

Williams, P., Bath, S., Arday, J. and Lewis, C. (2019) Broken pipeline report: barriers to black PhD students accessing research council funding. Available at: (Accessed 19 September 2022).




How to Cite

Collins, J. (2023) “ London: Bloomsbury Academic”., Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.945.