Teaching to say ‘no’: pedagogies of refusal in the social sciences classroom (and beyond)

Although not new, debates about researchers’ refusal to engage in (potentially) unethical and harmful research have recently gained traction in the social sciences, stressing the need for researchers to ‘learn to say no.’ Decolonial and indigenous scholars working in contexts of settler colonialism have extended these debates to the practice of teaching in higher education. In this ‘points of departure’ article, we build on these debates and practices, by applying them to the context in which we work: as researchers who teach in UK higher education. We focus on teaching refusal in the social sciences classroom <em>and beyond</em>, to emphasise its relevance to other academic disciplines – but also to stress that academic teaching is not restricted to formal classroom settings. Beyond a simple call for change, we include practical tips on how to teach about refusal, what it is and how it can be done, in higher education.