The universal access to higher education (HE) (Trow, 1973) has shown that HE in Europe has been dominated by a male, western and white “voice” (Amorim et al., 2019). Decolonising the university constitutes therefore both a challenge and an opportunity to move from rhetoric to action. It means not only rejecting colonial symbols but also taking into account figures and texts from contexts traditionally less represented in Academia (Makhubela, 2018). Decolonising implies challenging the dominant academic model, assuming that history is not always told from the same “place” and the same “voice” (Santos, 2017). This inevitably involves geographical, physical, emotional, cultural and intellectual refocusing (Mbembe, 2016; Phillips et al., 2005). The decolonisation of the curriculum – tested in courses at the University of Porto and evaluated through interviews with students, teachers, and mentors from different disciplines – is a strategy with significant potential towards the integration of cultural diversity in HE, at two main levels: • The first level is organisational. This includes the provision of pre-entry courses, enabling students to acquire “essential” knowledge; long-lasting welcoming process, since some students arrive later; the language used in emails and in class. • The second is relational and pedagogical. With regard to peers, minority students have trouble when it is necessary to carry out group work. This happens because “the groups are already formed”. They also point out that local students are very competitive, so migrant students are left with “the rest”: those who are not chosen from local students. Very often, the only accepted references are those in the English language, so that the references they know from their countries of origin are devalued by their peers and/or teachers. In turn, teachers observe a lack of training to face the challenges posed by this growing diversity. Our data show the importance of referring to the countries of origin of migrant students and selecting examples that are not always negative, as well as recognising the uniqueness of each person and the context from which they come. Many of the difficulties experienced by migrant students are shared by other local minority students: displaced students (e.g., from rural areas), first-generation students, mature students, disabled students, among others. Hence, decolonising the curriculum will benefit not only migrant students but also other local students, teachers, and staff, i.e., the University, understood as a place where knowledge is produced in respect for freedom, equity and democracy.

•Amorim, J. P., Pais, S. C., Menezes, I. & Lopes, A. (2019). Descolonização do currículo: ou de como não “perder de ganhar com a diversidade”. Rizoma Freireano, 27, 1-11. [Also available in Spanish: “Descolonización del currículo: o cómo ‘no perder de ganar con la diversidad’”.] •Makhubela, M. (2018). “Decolonise, Don’t Diversify”: Discounting Diversity in the South African Academe as a Tool for Ideological Pacification. Education as Change, 22(1), 1-21. •Mbembe, A. J. (2016). Decolonizing the university: New directions. Arts & Humanities in Higher Education, 15(1), 29-45. •Phillips, J., Whatman, S., Hart, V. & Winslett, G. (2005). Decolonising University Curricula – reforming the colonised spaces within which we operate. In Proceedings The Indigenous Knowledges Conference – Reconciling Academic Priorities with Indigenous Realities, Victoria University, Wellington, New Zealand. •Santos, B. S. (2017). Decolonising the University. The Challenge of Deep Cognitive Justice. Newcastle upon Tyne: Cambridge Scholars. •Trow, M. (1973). Problems in the Transition from Elite to Mass Higher Education. Berkeley, California: Carnegie Commission on Higher Education.