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The article argues that colonial legacies persist in veterinary curricula, research practices, and professional access by privileging Western science and marginalising indigenous and ethnoveterinary knowledge. 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Introduced to the concept during a postgraduate certificate in veterinary education, I was surprised by how little literature or guidance existed on the subject. This article is not written from a place of authority, but from a desire to kindle an important conversation, one that examines how colonial legacies continue to shape veterinary curricula, research practices, and access to the profession itself.  \nDrawing on personal experience, blog posts, and scientific literature, I explore how knowledge hierarchies formed through colonialism continue to privilege Western science while sidelining indigenous and ethnoveterinary practices. From “helicopter research” to the underrepresentation of individuals of colour in the veterinary profession, this article traces how colonial dynamics remain embedded in the educational, research, and professional systems we often consider neutral or progressive. Rather than offering a prescriptive solution, this paper aims to spark curiosity, discussion, and action. It suggests that decolonisation begins with personal and institutional insight and reflection and emphasises that meaningful change requires humility, inclusion, anda willingness to confront discomfort. The goal is not to reject existing knowledge, but to enrich it by integrating perspectives that have long been ignored or undervalued. By opening up this discussion, I hope to contribute to a more honest, inclusive, and forward-thinking vision of veterinary education, one that better serves a diverse global community of practitioners, researchers, and animal owners.  \n1 | Viewpoint Article  \nIn scientific literature, we are accustomed to seeking insight from established experts and leading researchers who have spent years refining their knowledge. But expertise is not the only driver of progress. This article is different. It is not the work of an expert; it is the start of a conversation we should be having.  \nColonialism describes the systemic occupation, political control, and economic exploitation of indigenous lands and their people [1, 2] . With only five countries worldwide that escaped European colonialism or control (Japan, Korea, Thailand,  \nLiberia, and arguably, Ethiopia [3]), its global effect cannot be ignored. However, colonialism was not just about land, power, and resources—it also shaped knowledge. It created hierarchies of expertise which validated some approaches and ignored others (“coloniality of knowledge”), causing a power imbalance weighted in Europe's favor [4, 5] . Education and academia as we practice them are rooted in colonial, Eurocentric institutional structures and, despite the dismantlement of colonial empires, the structures remain. Decolonising education means recognising colonial structures, dismantling the barriers they have created, and integrating diverse knowledge systems currently seen as “alternative” or “inferior.”  \nThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.  \n© 2026 The Author(s). Veterinary Ophthalmology published by Wiley Periodicals LLC on behalf of American College of Veterinary Ophthalmologists.  \nVeterinary Ophthalmology, 2026; 29:e70128 1 of 5  \n[https://doi.org/10.1111/vop.70128](https://doi.org/10.1111/vop.70128)  \nCrucially, however, decolonisation is not about rejecting or erasing Western knowledge but about broadening our g","cbCaiabOxBn6ISGW","https://ap.wps.com/l/cbCaiabOxBn6ISGW","pdf",200126,"English","# ABstract\n## Purpose and scope\n## Colonialism and knowledge hierarchies\n## Why veterinary education is affected\n## Call to action and inclusion","[{\"question\":\"What does the article aim to achieve regarding veterinary education?\",\"answer\":\"It seeks to widen awareness and understanding of decolonisation in veterinary education and invite curiosity and discussion on how it can be achieved.\"},{\"question\":\"How does colonialism shape knowledge in veterinary education according to the article?\",\"answer\":\"Colonial dynamics create hierarchies of expertise that validate Western approaches while sidelining indigenous and ethnoveterinary practices, producing power imbalances.\"},{\"question\":\"What approach to decolonisation does the article recommend?\",\"answer\":\"It emphasizes broadening global understanding by integrating long-ignored perspectives, beginning with personal and institutional insight and reflection, and requiring humility, inclusion, and willingness to confront discomfort.\"}]","Decolonising and Diversifying Veterinary Education - Why It Matters and How to Begin | PDF",1790704551,13]