Possibilities and complexities of decolonising higher education : critical perspectives on praxis /
Possibilities and complexities of decolonizing higher education Critical perspectives on praxis
edited by Aneta Hayes, Kathy Luckett and Greg William Misiaszek.
- xii, 259 pages : illustrations ; 27 cm
Includes bibliographical references and index.
Introduction / Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation / From silence to 'strategic advancement': institutional responses to 'decolonising' in higher education in England / Approaching global education development with a decolonial lens: teachers' reflections / Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal / Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university / '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 / Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective / Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university / Indigenizing Engineering education in Canada: critically considered / Distilling pedagogies of critical water studies / Decolonising while white: confronting race in a South African classroom / Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal / Four 'moments' of intercultural encountering / Kathy Luckett, Aneta Hayes and Greg William Misiaszek -- Richard Hall, Lucy Ansley, Paris Connolly, Sumeya Loonat, Kaushika Patel and Ben Whitham -- Farzana Shain, Ümit Kemal Yıldız, Veronica Poku and Bulent Gokay -- Sharanya Menon, Crystal Green, Irène Charbonneau, Elina Lehtomäki and Boby Mafi -- Michalinos Zembylas -- Anwar Shaik and Peter Kahn -- Marcia Leenen-Young, Sereana Naepi, Patrick Saulmatino Thomsen, David Taufui Mikato Fa'avae, Moeata Keil and Jacoba Matapo -- Shireen Motala, Yusuf Sayed and Tarryn de Kock -- Carolina Guzmán Valenzuela -- Jillian Seniuk Cicek, Alan Steele, Sarah Gauthier, Afua Adobea Mante, Pamela Wolf, Mary Robinson and Stephen Mattucci -- Sheeva Sabati, Linnea Beckett, Kira Cragun-Rehders, Alyssa Najera, Katerina Hise and Anna Geiger -- Sally Matthews -- Kirsten T. Edwards and Riyad A. Shahjahan -- Meike Wernicke. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 13. 14. 15. 16.
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.