 When we talk about decolonising the curriculum, we're thinking about how Western domination, specifically colonialism, imperialism and racism, has shaped academic knowledge and disciplines over the past couple of centuries. So we might ask the question of why non-Western voices have previously been excluded from the curriculum in the UK and elsewhere. Now there's a lot of complex causes to this. There's structural reasons, material reasons, as well as what we might think of as cultural or intellectual ones. It's also the size that many SOAS scholars have been aware of this for a very long time of these issues and have shaped their reading lists and their teaching to bring authors and thinkers from the global south and from the regions that they're studying, not just to talk about issues in the global south but to talk about global problems. If we want to move forward as an institution, SOAS has to come to terms with its past and it's not always an easy thing to do but it's really important to be aware of the history and how that informs SOAS's identity. So I think decolonising the curriculum now is really important for students and they want to see that reflected in their reading lists and not just about things to read. Obviously that's really important to recognise different scholars and books that have been written about by Africans or by non-Western scholars but also engaging in debate with the lecturers as well. So the lecturers did get visiting lecturers who were from different places and working on different projects also in Africa. I also wanted to hear more about what was happening specifically with women and technology in the global south. So just for my personal understanding, I started a podcast on SOAS Radio and I was interviewing activists, practitioners, academics about technology and how they were using it and also how it was impacting what was happening in the global south. So when we talk about decolonising the institution, actually people can mean lots of different things by it and one of the interesting things that we've been experiencing over the past couple of years is that in having these conversations we're listing lots of different understandings and we can now start to reimagine what the university can be as an institution. We can think about what the library can do. We can think about how we can engage with the public and the communities in which we're embedded. We can think about how London operates as a sort of post-imperial circuit and how SOAS can and should engage with those conversations.