In this post, Lara Piffaretti reflects on her involvement in helping design the course ‘Understanding Decolonisation in a Globalised World’ and the importance of Student Voice in shaping learning and teaching practice. This post is part of the ‘Creating a Challenge Course’ series. Lara is a second year Biological Sciences undergraduate and a programme representative within the College of Science and Engineering.
My introduction to ‘Understanding Decolonisation in a Globalised World’
From February to July 2025, I worked as an undergraduate student representative on the development of the course: ‘Understanding Decolonisation in a Globalised World‘. Being part of the process gave me first-hand insight into how much thought, discussion and collaboration goes into creating a course that is academically rigorous and inclusive. I wanted to learn more about the topic, help shape the course and see how course design works in practice.
I represented students from the College of Science and Engineering (CSE), which mattered for a Challenge Course like this because STEM students often do not engage deeply with humanities modules as they do not always see them as relevant. That is why the decision to actively include and challenge CSE students felt so smart and valuable. Decolonisation is relevant across all disciplines. As a CSE student, I was honoured to help shape how Dr Omolabake Fakunle and the teaching team drew on material from many fields to make the course accessible and intellectually engaging for students from different degrees.
Reflecting on privilege and perspective
One of the most striking things about helping develop the course was how it encouraged me to reflect on colonialism, power and knowledge in personal ways. As a White student this was uncomfortable but necessary. I had space to examine my position, confront unearned privileges and recognise how systems shaped by colonial histories still influence what knowledge is valued, what is taught and who gets opportunities.
These conversations can be difficult, but designing the course to be supportive reduced the friction that might stop students from engaging. That meant people could question things honestly and reflect more deeply.
As part of the development team, I worked on the poster instructions and, in doing so, started to re-read my own course materials. I began to notice connections to decolonisation that I had never seen before. Questions about whose knowledge is valued, how research priorities are set and whose contributions are highlighted appear even in science subjects. For example, in genetics lectures, most case studies and historical breakthroughs focused on European scientists, with little attention to discoveries or approaches from non-Western contexts. That made me think about how curricula shape our picture of science and how easy it is for narrow perspectives to become accepted if we do not look for alternatives.
The care behind course design
Being involved in shaping the course made me appreciate the care behind the student experience. Every lecture, seminar and activity was designed to help students engage with challenging ideas while feeling supported and encouraged to personally engage with the subject. I gave feedback on clarity, pacing and accessibility and saw the teaching team genuinely act on it. That transparency changed the way I view course structure.
It is easy to grow cynical as a student: lectures can feel long; assignments overwhelming; and deadlines relentless, so it is tempting to ask why something is being taught. Seeing the intention behind each decision in this course was a wake-up call from such feelings. Much of what seems arbitrary in other modules is often based on careful thinking about how students learn. The experience helped me develop meta-cognitive skills that I now use across my studies, made me more empathetic towards lecturers and gave me renewed trust in course design.
Interdisciplinarity in action
What I found most inspiring was seeing interdisciplinarity work in practice. The course brought together humanities, social sciences and STEM perspectives, showing that complex topics like coloniality need multiple lenses. Watching disciplines challenge and complement each other made me re-evaluate my own field and notice taken-for-granted assumptions. I am very excited to see the implementation of this course, and to see how students from all disciplines can experience perspectives more broadly than their own
Student representation and voice
As a student representative, I often encounter skepticism about course choices and assignments. Working on this course showed me how student voice can shape teaching in meaningful ways. Seeing the dialogue and decisions that go into the syllabus gave me empathy and a more realistic view of academic work. I feel better equipped to represent students and to explain why certain design choices are made. I think more students would benefit from understanding that care, because it reframes frustration into curiosity and collaboration.
My takeaways
This project changed how I see myself as a student. I am more reflective about my learning, more aware of my privileges and biases, and more willing to engage with challenging ideas. I feel a stronger connection to the teaching community and a responsibility to contribute through feedback, discussion and peer support. Being part of this course was challenging, humbling and inspiring. It reminded me that university should push us to think critically, work across disciplines and reflect on our place in the world. The most valuable learning happens when you are encouraged to question the familiar and confront perspectives that make you see your position in society more clearly.
Lara Piffaretti
Lara Piffaretti is a second year Biological Sciences undergraduate at the University of Edinburgh and a programme representative within the College of Science and Engineering. She has research experience spanning ecology, data analysis, and molecular biology, including speciation work at the Royal Botanic Gardens (Kew). Lara is particularly interested in wildlife and taxonomic research and is passionate about student engagement, academic quality, and inclusive approaches to teaching and learning.
