Dismantling colonial legacies: Decolonising research and teaching at the Health in Humanitarian Crises Centre, London school of hygiene and tropical medicine.

Despite a burgeoning discourse within the humanitarian health community regarding decolonisation, there remains lack of practical guidance for researchers seeking to decolonise their work. We conducted a qualitative study which aimed to explore the perceptions of research and teaching staff at the Health in Humanitarian Crisis Centre (HHCC) and their external partners -including humanitarian health researchers, practitioners, and donors- regarding how to decolonise research, teaching and partnerships at a leading global health Higher Education institution in the UK. We conducted 20 semi-structured interviews and 3 focus group discussions with HHCC members and external partners, including donors, academic institutions in conflict-affected and humanitarian settings, and practitioners from local and international humanitarian organisations. The first theme explored the concept of decolonisation itself, examining the disparate definitions and understandings held by HHCC members and partners, along with examining the institutional appetite and the role of leadership in driving decolonisation efforts. The second theme focused on sectoral and structural barriers to decolonising HHCC's work, including the dominance of Western-defined knowledge models, inequitable funding policies and practices, and epistemic injustice. Finally, the third theme explored HHCC's experiences in decolonising teaching and curriculum. The study identifies good practices within the HHCC community including knowledge co-production, equitable authorship arrangements, co-dissemination of findings, assigning co-principal investigators from conflict-affected countries, and centring and building on the experiences of researchers with relevant lived experience. However, these individual efforts contrast with a lack of appetite at the institutional level to address the underlying structural barriers. Our study provides the foundations for humanitarian health researchers and educators based in the Global North to begin to practically decolonise their work in the sphere of global/humanitarian health.