Key areas for University staff to examine 

• University staff and departments should take active steps to ensure decolonisation isn’t just an academic concept and that negative stereotypes are challenged directly. This may require university staff using part of the curriculum to challenge and address the negative ideas about Africa that students may arrive with, driven by media coverage and charity campaigns. 
• More African voices are also needed in the curriculum. Reading lists should include at least one piece of work by an academic who is based at an African university. Departments also need to actively recruit more staff from African and diverse backgrounds to enrich the debate and make the learning environment more welcoming for all students. 
• When it comes to history, educators should look at the whole history of the continent, not just colonialism. Teaching needs to cover the rich, complex history of African nations before European contact, such as the great empires and political systems. We also need to be honest about how the subject “Development Studies” itself grew out of the colonial era and how that legacy still shapes research and practice today. 
• Real-world experience is critical and students need placement opportunities that go beyond charities and conservation, which can reinforce the idea of a continent always “in need.” Setting up finance, tech, law, or business administration placements in African countries can change that perspective. Exchange programs so that African academics can visit the UK can also be powerful. 
• Change must be constant and ongoing – changing one module isn’t enough. Senior leaders in the university must commit to long-term change in staff hiring, training, and overall curriculum planning to ensure these efforts last for years to come. The DSA’s work on diversity, equality and inclusion will be uncovering some of these issues and looking at recommendations to support this. 

Key actions for University students

• Students are the driving force behind reform and are encouraged to approach their degrees with a critical eye. But the first step is to check any assumptions they may hold and recognise that initial knowledge of Africa is likely incomplete or biased by the media – even if they’re not aware of it.
• Use university as a chance to actively unlearn stereotypes and replace them with facts and insist on a balanced view. Don’t settle for lessons that only focus on poverty, conflict, or disaster. Ask tutors to include topics that show a full picture of African life, development, and success. Look for African success stories and actively search for materials that highlight the power, ambition, and achievements of African people and governments – from powerful historical figures to modern-day political movements and vibrant culture.
• Read beyond the European canon. When writing essays, make an effort to use theories and ideas developed by African scholars and thinkers from the Global South. Don’t just stick to the well-known European and American authors. 
  Speak up and listen. Participate honestly in open discussions to talk respectfully about difficult topics like race, identity, and the legacy of colonialism as well as to understand and develop students role in change. When students demand better reading lists, more critical discussion or more diverse staff, they are directly helping to create a better university environment.