Report on Racism and Curriculum Issues at ARUL University

This report analyzes the key issues faced by ARUL University related to racism and curriculum decolonization. The report examines the challenges arising from the removal of the Cecil Rhodes statue, the decolonization of the curriculum, and the historical context of funding and founding. It also explores issues related to discrimination among staff and students. The report suggests several solutions, including favoring the removal of the statue, making changes in the community, and modernizing the syllabus and study materials. The author recommends changing the syllabus as the most effective solution to address the multifaceted problems. The report concludes with a call to action for universities to contribute to the removal of racism and promote an independent country for all.

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Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
Key issues relating to ARUL.......................................................................................................3
Possible solution could adopt by ARUL.....................................................................................4
Reason behind non-recommendation of atleast two solutions....................................................5
Recommendation.........................................................................................................................6
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................1

INTRODUCTION
This is a report based on the article of removal of statue of Rhodes from all the colleges
that give rise to the racism and black and white system. The report will also describe the key
issues faces by the ARUL university because of the racism and study material related to history.
MAIN BODY
Key issues relating to ARUL
From the article and case study, it is identified that the ARUL college is facing variety of
issues while running their college and spreading the knowledge of history towards the students.
This is an issue that the college is facing in which the institutions around the world questions
them on the aspects of their history and current practices. The public are questioning them
regarding their studies aspects along with the methods the teachers are using to teach the students
(Marschall, 2017). The key issues include:
 Issues related to decolonising the curriculum: In UK, all the students want their
curriculums decolonised because they are facing racism from the Universities but yet the
colleges are not listening to their students. They are facing the issues of protest that the
students are doing in order to provide rights to the authors especially female authors that
they can publish and use books of any language regardless English. It is because all the
black female professors in the UK faces the racism, bulling and discrimination. Because
of this protest the college is unable to increase their college admission numbers.
 Issues related to background of their staffs and students: The college is also facing the
challenge of discrimination among the staffs and students because of their different
backgrounds and culture. The students do not believe on the education system because of
the black and white discrimination. The differentiation between the people and students
on the basis of their colour and size id being started by the Cecil Rhodes which need to be
taught by the universities in their history classes to spread knowledge (Evans, 2018).
 Historical issues related to funding and founding: Because of this racism and
discriminations the Universities are unable to receive funds for their college maintenance
and advancement. The colleges are not able to receive fees from the students because of
their teaching patterns and the students feels that the colleges are trying to control the
mind of their students. The students are not trusting the colleges and the white professors

that harsh the black students and teachers. The colleges are not ready to decolonising the
curriculum of the black students even knowing the harmful effect or legacy of
colonialism. The colleges are under pressure of changing their syllabus and modernise it.
 Issues related to Removal of Cecil Rhodes statue: Another key issue the college are
facing is that the students wants that all universities must remove the Rhodes statue. It is
because this is the person who killed millions of Africans because of getting their
diamonds and lands. For students, they are not the ideal for the students and their statue
always remember them the crime they have done with millions of black people. The
syllabus and the study material used by the colleges for teaching purpose is mainly
written by the or under the rule of politician Rhodes. It bridges the gap between the white
students and students of black and minority ethnic background (Makhubu, 2020).
Possible solution could adopt by ARUL
Because of the various issues the college is facing from both the government and students
side the following possible solutions college can adopt in order to overcome this issue and it
include:
 Favour the protest of removing the statue: This is a solution the college can adopt in
order to remove the issues they are facing. The college can vote in favour of the removal
of Rhodes statue same as favoured by the Oxford University’s Oriel college. By doing
this the college again win the trust of their black and white students and professors.
 By making changes in the community: The college can make changes in their
community in which the total members involve both black and white people. So, that in
case if any decision need to taken in future will be taken by this new community without
discrimination. This might increase the sense between the students that their colleges are
not discriminating between the white and black. And also helps the college to prove that
they are not bullying the black female professors (Nielsen, 2021).
 By changing the syllabus and study material: Another steps the college can adopt is that
they can change the study material and modernise them. They can remove the syllabus
formed under the rule of Rhodes which gave ladder to the colleges and bridges the gap
between the white and black students. By changing the syllabus, the college can spread
the knowledge of coordination and teamwork despite of pointing out the individuals on

the basis of their caste, colour and size. The college can also make changes in their fees
structure by equalizing it for all and admission is given to the students that have ability
not to those that have money.
 By adopting and launching various activities: The colleges can also launch various
group activities such as activity in which all need to speak in each other’s language. This
type of activities closes the students and their thoughts and the impact of which is that the
black and white people get to know each other’s cultures and beliefs. The college can
also decolonise the curriculum of students by spreading the knowledge of racism and
teaching the students that this is wrong. Any individual cannot be treated on the basis of
their physical appearance (Schulz, 2019).
Reason behind non-recommendation of atleast two solutions
If more than one solution is given solve an issue than it creates confusion between the
person is which one to choses and what if the wrong solution is being chosen. That’s why while
selecting any solution it is recommendable that they must keep their mind in such a position that
only one solution is enough and all the risk attach with other solutions are irrelevant. More than
one solution not only create confusion but also changes the attitude and perception of the
individual towards the problems. Sometime, because of two or more solutions the individual gets
out of the track of problems and choose wrong alternatives (Meda, 2020).
The students might tell that this solution is better or this solution is better so in order to
remove the conflicts between the students only one solution is recommendable. It is because it
more than one solution to a problem became contradictory and create different issue rather than
solving main issues. In this case, if college adopt both removal of statue and changing of study
material both solutions to reduce racism than the college might face other governmental pressure
issue. Favouring the protection is not an easy but approaching the government of UK for making
changes in the syllabus can be possible. Another reason behind not recommending two solutions
is that if all students give two solutions than taking the decision from such large number of
alternatives became difficult for the college. That’s why one solution per student is the best for
both the students as well as college.

Recommendation
After analysing the above possible solutions, it is recommendable to the college that they
must go with the alternative of changes in the syllabus rather than any other solutions. It is
because if the syllabus of the colleges get change than all the problems get easily solved such as
decolonising of curriculum, removal of racisms etc. Removal of Rhodes statue from the colleges
is not an only option to reduce black and white rule started by them. This solution only reduces
the anger of the students and not more than that (Hendrick and Young, 2017).
The most important is that if the syllabus will get changes and all authors receive their
right to launch their books in their own language such as Islamic rather than English than it is
consider as first step towards independent country. If the white students get to know via
education than all people are equal than it will not only reduce the racism but also increase the
humanity between them regarding black students and teachers. Rather than removing the statue
the colleges need to restructure the statue in such a way which tells the story of Rhodes crime.
Because this is part of history and every student must know about the person to whom they need
to pride and to whom they need to learn something. This is must be involved in the classes that
how not to discriminate people on the basis black and minority (Pillay and Swanepoel, 2018).
CONCLUSION
The report concludes the issues of curriculum and removal of Rhodes statue which is
faces by generally all universities including ARUL. The report also concludes the one most
appropriate solution to the college so that they can overcome this issue and put their contribution
in the removal of racism and making the country an independent country for black people.

REFERENCES
Books and journals
Marschall, S., 2017. Targeting statues: monument “Vandalism” as an expression of sociopolitical
protest in South Africa. African Studies Review. 60(3). pp.203-219.
Evans, J. R., 2018. Unsettled Matters, Falling Flight: Decolonial Protest and the Becoming-
Material of an Imperial Statue. TDR/The Drama Review. 62(3). pp.130-144.
Makhubu, N., 2020. On Apartheid Ruins: Art, Protest and the South African Social
Landscape. Third Text. 34(4-5). pp.569-590.
Nielsen, V., 2021. In the absence of Rhodes: decolonizing South African universities. Ethnic and
Racial Studies. 44(3). pp.396-414.
Schulz, J., 2019. Must Rhodes fall? The significance of commemoration in the struggle for
relations of respect. Journal of Political Philosophy. 27(2). pp.166-186.
Meda, L., 2020. Decolonising the curriculum: Students' Perspectives. Africa Education
Review. 17(2). pp.88-103.
Hendrick, A. and Young, S., 2017. Decolonising the curriculum, decolonising ourselves:
Experiences of teaching in and from the'third space'. Advances in Social Work and
Welfare Education. 19(2). pp.9-24.
Pillay, P. and Swanepoel, E., 2018. An exploration of higher education teachers’ experience of
decolonising the Bachelor of Education honours curriculum at a South African
university. Perspectives in Education. 36(2). pp.119-131.
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