Possibilities and Complexities of Decolonising Higher Education

Critical Perspectives on Praxis
1. Auflage 2024
ISBN: 978-1-032-44765-0
Verlag: Routledge

Buch, Englisch, 272 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 494 g

The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that praxis in their contexts includes working at institutional level to undo the historical power of ‘coloniality’ in universities in the metropoles, introducing Indigenous knowledges into curricula and undoing the effects of ‘coloniality’ in embodiment, temporality and whiteness. We, as editors, argue for the need for transformation of the self as well as structures, and highlight qualities such as reflexivity on our own entanglements with coloniality, and why they occur, in this undoing. The approach offered in this book emphasises the connection between significant personal change as a pre-condition and an epistemological process to connect critical decolonial theory and our teaching practice. The book was originally published as a special issue of the journal Teaching in Higher Education.

Zielgruppe

Academic, Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Hayes, Aneta

Luckett, Kathy

Misiaszek, Greg William

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Geisteswissenschaften Geschichtswissenschaft Geschichtliche Themen Kolonialgeschichte, Geschichte des Imperialismus
• Sozialwissenschaften Politikwissenschaft Internationale Beziehungen Kolonialismus, Imperialismus

Inhaltsverzeichnis

1. Introduction 2. Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation 3. From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England 4. Approaching global education development with a decolonial lens: teachers’ reflections 5. Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal 6. Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university 7. ‘Pillars of the colonial institution are like a knowledge prison’: the significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education 8. Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective 9. Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university 10. Indigenizing Engineering education in Canada: critically considered 11. Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university 12. A Calle decolonial hack: Afro-Latin theorizing of Philadelphia’s spaces of learning and resistance 13. Distilling pedagogies of critical water studies 14. Decolonising while white: confronting race in a South African classroom 15. Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal 16. Four ‘moments’ of intercultural encountering

Über Autor(innen)

Aneta Hayes is Senior Lecturer in Education at Keele University, UK and Executive Editor for Teaching in Higher Education. Her research interests include critical studies of internationalisation (including decolonisation), teaching excellence and global education developments, including glocalised perspectives.

Kathy Luckett is Emeritus Professor in the Centre for Higher Education Development at the University of Cape Town and Executive Editor for Teaching in Higher Education. Her research interests include the sociology of knowledge and curriculum studies in the Humanities, focusing on Africana, decolonial and postcolonial studies; and access, equity and multilingualism in higher education.

Greg William Misiaszek is Associate Professor at Beijing Normal University’s (BNU) Faculty of Education and an Associate Director of the Paulo Freire Institute, UCLA. His work focuses on critical, Freirean environmental pedagogies (e.g., ecopedagogy) through theories of globalizations, citizenships, decoloniality, race, gender, Southern/Indigenous issues, linguistics, and postdigitalism, among other critical lenses.