Decolonising the quantitative research methods curriculum

The status of quantitative research methods in the UK social science curriculum has long been under scrutiny, prompting initiatives to increase engagement with quantitative methods learning. This paper argues that decolonising the quantitative methods curriculum can enhance its accessibility, relevance, and interest to students. Decolonising involves challenging colonial legacies and biases embedded in educational structures. The quantitative research methods curriculum serves as a crucial space for these efforts, offering an avenue to confront underlying assumptions and biases in research practices. In this paper we share practical strategies for decolonising the quantitative research methods curriculum, including tracing the historical origins of statistical techniques, questioning classification systems, promoting data literacy, and encouraging reflexivity among students. However, decolonising
presents challenges, necessitating humility and allyship. We aim to demonstrate that the quantitative research methods curriculum can become more inclusive, equitable, and empowering for all students.