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Author: Laura M. Pipe Publisher: Vernon Press ISBN: 1648896685 Category : Education Languages : en Pages : 291
Book Description
Social justice frameworks and pedagogical practice have become popular concepts within educational settings. However, these approaches stop short of the direct action required for true social change and often overlook the impacts and importance of space, place, and culture in the learning process. Through an exploration of justice-forward approaches that call for a blend of equity and culturally-responsive pedagogies with experiential approaches to learning, this edited book will examine the process of unlinking colonizing structures from teaching and learning through honoring the context of space, place, and culture in the learning process. Framed by the Toward a Liberated Learning Spirit (TALLS) Model for Developing Critical Consciousness, this book will be of interest to students, scholars, and researchers in higher education as well as critical and cultural studies, apart from program administrators and educators. 'Ignite: a Decolonial Approach to Higher Education Through Space, Place and Culture' will carry the reader through a learning process beginning with academic detachment and moving through a process of unlearning toward embodied liberation.
Author: Laura M. Pipe Publisher: Vernon Press ISBN: 1648896685 Category : Education Languages : en Pages : 291
Book Description
Social justice frameworks and pedagogical practice have become popular concepts within educational settings. However, these approaches stop short of the direct action required for true social change and often overlook the impacts and importance of space, place, and culture in the learning process. Through an exploration of justice-forward approaches that call for a blend of equity and culturally-responsive pedagogies with experiential approaches to learning, this edited book will examine the process of unlinking colonizing structures from teaching and learning through honoring the context of space, place, and culture in the learning process. Framed by the Toward a Liberated Learning Spirit (TALLS) Model for Developing Critical Consciousness, this book will be of interest to students, scholars, and researchers in higher education as well as critical and cultural studies, apart from program administrators and educators. 'Ignite: a Decolonial Approach to Higher Education Through Space, Place and Culture' will carry the reader through a learning process beginning with academic detachment and moving through a process of unlearning toward embodied liberation.
Author: Shannon Morreira Publisher: Routledge ISBN: 9780367747343 Category : Languages : en Pages : 0
Book Description
This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education.
Author: Ramón Grosfoguel Publisher: Lexington Books ISBN: 1498503764 Category : Philosophy Languages : en Pages : 282
Book Description
An underlying assumption undergirding institutions of higher education is that they serve as a means to upward socioeconomic mobility and, in turn, a way to address poverty that is tied to certain racialized/sexualized bodies. Although the education crisis is not an American or European problem in the geographic sense, but instead a global problem that plays itself out differentially across space and time, this volume focuses on the westernized university, in the US and abroad. It asks questions about what is westernized about the university, what its aims are, and how those who work in, through and outside these sites of knowledge production—with local or global social movements—can participate in the slow, careful process of decolonizing the westernized university. Decolonizing the Westernized University: Interventions in Philosophy of Education from Within and Without provides a sharper understanding of the crisis and the responses to the westernized university at multiple sites around the world. As an intervention in the philosophy of education discourse, which tends to assume the university is a neutral space, this collection will be of particular value to students and scholars working in philosophy of education, Latina/o philosophy, Africana philosophy, social epistemology, education, cultural studies, and ethnic studies, as well as to intellectual activists in the United States, south of the border, and around the world.
Author: Publisher: BRILL ISBN: 9004548106 Category : Education Languages : en Pages : 204
Book Description
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
Author: David G. Hebert Publisher: Springer Nature ISBN: 9819901391 Category : Education Languages : en Pages : 198
Book Description
This book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula. The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education. This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.
Author: Stephanie Marie Knox Steiner Publisher: ISBN: Category : Critical pedagogy Languages : en Pages : 0
Book Description
We are currently experiencing a crisis that is characterized, according to anthropologist Arturo Escobar, by the world-making practices of Western modernity. This crisis can also be described as a struggle between coloniality and decoloniality. Educational institutions shape how we see ourselves, our place in the world, our values, and our actions, and as such, contribute to world-making. Therefore, we need educational spaces that can support the unlearning of destructive world-making practices and learning that supports life. Using a post-qualitive approach informed by decolonial and Indigenous methodologies, this inquiry explores how education can (re)orient towards being in service to life through learning from decolonial educational experiments, within higher education and beyond, that are amplifying world-making practices that support life and divest from and disrupt destructive and dominating world-making practices of coloniality. The research provides emergent lessons from practitioners engaged in these experiments as to how they are co-creating spaces and enacting pedagogies for decolonial, pluriversal, vitality-centered learning and worlds.
Author: Ashley J. Holmes Publisher: ISBN: 9781003445678 Category : College teaching Languages : en Pages : 0
Book Description
"This book offers an innovative framework and set of pedagogical pathways for deepening college student learning through critical engagement with place. Though the what and how of teaching and learning rightly take center stage in research of best practices, this book argues that the where of education deserves increased attention. Drawing from interviews and case studies with college and university educators in the United States and Canada, Learning on Location highlights pedagogies-in-action and identifies programmatic models for embedding location-based learning within specific courses, majors, curricula, and campus-wide initiatives. Chapters provide a mix of theoretical framing and practical application, with three key practices grounding the text: writing on location, walking on location, and engaging the civic on location. This resource is an invaluable guide for higher education faculty, leaders, and practitioners seeking to enhance student experience through attention to location, support identity-conscious student success, and use reflection and praxis to move towards more inclusive and equitable learning experiences. Supplemental resources - including example assignments, discussion questions for reading groups, and more - are available at https://www.centerforengagedlearning.org/books/learning-on-location"--
Author: Jonathan Jansen Publisher: Wits University Press ISBN: 1776143353 Category : Political Science Languages : en Pages : 286
Book Description
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa's struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to 'do decolonisation' in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
Author: Aneta Hayes Publisher: ISBN: 9781003373827 Category : Decolonization Languages : en Pages : 0
Book Description
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.
Author: Laura M. Pipe
Author: Laura M. Pipe
Author: Shannon Morreira
Author: Ramón Grosfoguel
Author: 
Author: David G. Hebert
Author: Stephanie Marie Knox Steiner
Author: Ashley J. Holmes
Author: Jonathan Jansen
Author: Aneta Hayes
Author: Chikumbutso Herbert Manthalu