Abstract
Bioscience has a history linked to exploitation, colonialism and marginalization. Biology has been dominated by white European perspectives, and pseudoscientific ‘biological’ arguments have been used to justify discrimination and oppression, particularly on the basis of disability and ethnicity. Addressing this legacy within bioscience education is challenging, particularly as many bioscientists are unaware of this history and its on-going influence on the discipline. In this article, we explore what decolonization of the curriculum means within the context of bioscience. To demystify terminology for those new to the subject, we first consider the differences between diversification and decolonization. We then explore the historical connections between colonial activity and bioscience, including scientific racism, bioprospecting and eugenics. Additionally, we highlight where white western biases are still present in bioscience, from the dominance of European samples in genomic studies to the lack of Black and Asian academics in UK bioscience. Multiple barriers to decolonization are also considered, from individual lack of knowledge to structural and societal issues. We call on bioscience educators to actively decolonize their curricula, ensuring the discipline is presented in its appropriate historical and cultural context and is inclusive for all.