This article presents initiatives undertaken by the Department of Global Health and Social Medicine (GHSM) at King’s College London (KCL), exploring avenues to decolonise higher education institutions (HEI). HEI must integrate anti-racism agendas, challenge the European-centric academic knowledge domination, and dismantle power asymmetries. During the academic year 2021, GHSM executed (1) a gap analysis of undergraduate modules, (2) a course on decolonising research methods taught by global scholars to 40 Global South and North university students who completed pre- and post-course surveys, and (3) semi-structured interviews with 11 academics, and a focus group with four students exploring decolonising HEI; findings were thematically analysed. (1) Gap analysis revealed a tokenistic use of Black and minority ethnic and women authors across modules’ readings. (2) The post-course survey showed that 68% strongly agreed the course enhanced their decolonisation knowledge. (3) The thematic analysis identified themes: (1) Decolonisation is about challenging colonial legacies, racism, and knowledge production norms. (2) Decolonisation is about care, inclusivity, and compensation. (3) A decolonised curriculum should embed an anti-racism agenda, reflexive pedagogies, and life experiences involving students and communities. (4) HEI are colonial, exclusionary constructs that should shift to transformative and collaborative ways of thinking and knowing. (5) To decolonise research, we must rethink the hierarchy of knowledge production and dissemination and the politics of North-South research collaborations. Decolonising HEI must be placed within a human rights framework. HEI should integrate anti-racism agendas, give prominence to indigenous and marginalised histories and ways of knowing, and create a non-hierarchical educational environment, with students leading the decolonisation process.

本文介绍了伦敦国王学院 (KCL) 全球健康和社会医学系 (GHSM) 采取的举措，探索高等教育机构 (HEI) 去殖民化的途径。高等教育机构必须整合反种族主义议程，挑战以欧洲为中心的学术知识统治，并消除权力不对称。在 2021 学年，GHSM 执行了 (1) 本科生模块的差距分析，(2) 由全球学者向完成课前和课后调查的 40 名全球南北大学学生讲授的非殖民化研究方法课程，以及(3) 对 11 名学者进行半结构化访谈，并由四名学生组成焦点小组，探讨高等教育机构的去殖民化；对调查结果进行了专题分析。(1) 差距分析揭示了在模块阅读中对黑人、少数族裔和女性作者的象征性使用。(2) 课后调查显示，68%的人强烈同意课程增强了他们的非殖民化知识。（3）专题分析确定了主题：（1）非殖民化是挑战殖民遗产、种族主义和知识生产规范。(2)非殖民化关乎关怀、包容和补偿。(3) 非殖民化课程应纳入反种族主义议程、反思性教学法以及涉及学生和社区的生活经历。(4) 高等教育机构是殖民性的、排他性的结构，应该转变为变革性和协作性的思维和认识方式。（5）为了使研究去殖民化，我们必须重新思考知识生产和传播的层次结构以及南北研究合作的政治。高等教育机构的非殖民化必须置于人权框架内。高等教育机构应整合反种族主义议程，突出土著和边缘化的历史和认识方式，并创造一个非等级的教育环境，让学生主导非殖民化进程。