Decolonizing the curriculum has gained momentum in UK academia
in recent years, especially in the social sciences. However,
quantitative sections within social science departments have been
slow to engage, despite obvious historical links between statistics,
Eugenics, racism and the Western colonization of data in the Global
South. There is an emerging literature, and notable decolonizing
efforts have been made by Radstats members in recent years. I argue
that University statistics and methods teaching cannot ignore this
dark history and must query links between this history and
decolonizing, and how engaging with it can enrich our collective
learning.