| Summary: | There are calls across Higher Education to address deep structural inequalities withspecific concerns that the marginalisation of certain voices (female, colonised, nonwestern and LGBTQ+) has influenced and distorted the production of knowledge inrelation to key criminological topics and issues (Agozino, 2003; Cunneen and Rowe,2015; Connell, 2007).This article presents initial findings from a pilot study exploring the curriculum of anew criminology Bachelor of Arts degree programme at a post-92 English University.It provides a timely starting point, given the proliferation of HE criminology courses inthe UK, and suggests there is both increasing pressures to develop course materialand over-familiarisation and acceptance of dominant narratives in criminology. Thispaper serves as a call to action to critically engage with the sources used: in sodoing we put forward a simple ‘inclusivity matrix’ that can be used both whendesigning curricula and for teaching critical information literacy
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