ABSTRACT
This chapter concerns hints and possibilities for the future interaction of teacher, student and content. The ever-increasing use of digital technology by students alters their requirements vis-à-vis lectures, active learning, reading lists, study materials and group tutorials. Meanwhile, an increased awareness of the social and ethical aspects of landscape practice has altered approaches to evaluating it. One of the touchstones is the question of decolonisation, both in its literal and metaphorical meaning, the latter referring to tackling the marginalisation of the colonised. This might include a more diverse curriculum, ensuring a balanced representation on reading lists and attempting a gender and racial balance amongst faculty members to achieve diversity. This chapter tackles self-awareness of bias, or position[ality], as the author endeavoured to adjust her teaching content, historiography and style of delivery to a much more diverse student body than ones she had been used to.
