000			05049cam a2200397 i 4500
005			20231107152945.0
008			230117s2023 enka b 001 0 eng d
020			_a9781032447629 _q(hardback)
020			_a1032447621 _q(hardback)
020			_a9781032447650 _q(paperback)
020			_a1032447656 _q(paperback)
035			_a(OCoLC)1368273089
040			_aUKMGB _beng _erda _cUKMGB _dBDX _dOCLCQ _dOCLCF _dSFU _dCDX _dYDX _dOCLCO _dZ5A
050		4	_aLB2324 _b.P67 2023
082	0	4	_a378.199 _223
099			_a378.199 POS
245	0	0	_aPossibilities and complexities of decolonising higher education : _bcritical perspectives on praxis / _cedited by Aneta Hayes, Kathy Luckett and Greg William Misiaszek.
246	3		_aPossibilities and complexities of decolonizing higher education
246	3	0	_aCritical perspectives on praxis
264		1	_aLondon : _bRoutledge, _c2023.
264		4	_c©2023.
300			_axii, 259 pages : _billustrations ; _c27 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0	0	_g1. _tIntroduction / _rKathy Luckett, Aneta Hayes and Greg William Misiaszek -- _g2. _tStruggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation / _rRichard Hall, Lucy Ansley, Paris Connolly, Sumeya Loonat, Kaushika Patel and Ben Whitham -- _g3. _tFrom silence to 'strategic advancement': institutional responses to 'decolonising' in higher education in England / _rFarzana Shain, Ümit Kemal Yıldız, Veronica Poku and Bulent Gokay -- _g4. _tApproaching global education development with a decolonial lens: teachers' reflections / _rSharanya Menon, Crystal Green, Irène Charbonneau, Elina Lehtomäki and Boby Mafi -- _g5. _tRefusal as affective and pedagogical practice in higher education decolonization: a modest proposal / _rMichalinos Zembylas -- _g6. _tUnderstanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university / _rAnwar Shaik and Peter Kahn -- _g7. _t'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 / _rMarcia Leenen-Young, Sereana Naepi, Patrick Saulmatino Thomsen, David Taufui Mikato Fa'avae, Moeata Keil and Jacoba Matapo -- _g8. _tEpistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective / _rShireen Motala, Yusuf Sayed and Tarryn de Kock -- _g9. _tDisrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university / _rCarolina Guzmán Valenzuela -- _g10. _tIndigenizing Engineering education in Canada: critically considered / _rJillian Seniuk Cicek, Alan Steele, Sarah Gauthier, Afua Adobea Mante, Pamela Wolf, Mary Robinson and Stephen Mattucci -- _g13. _tDistilling pedagogies of critical water studies / _rSheeva Sabati, Linnea Beckett, Kira Cragun-Rehders, Alyssa Najera, Katerina Hise and Anna Geiger -- _g14. _tDecolonising while white: confronting race in a South African classroom / _rSally Matthews -- _g15. _tNavigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal / _rKirsten T. Edwards and Riyad A. Shahjahan -- _g16. _tFour 'moments' of intercultural encountering / _rMeike Wernicke.
520			_aThe 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.
650		0	_aEducation, Higher _xCurricula. _9370619
650		0	_aDecolonization. _9316512
700	1		_aHayes, Aneta, _eeditor. _91001911
700	1		_aLuckett, Kathy, _eeditor.
700	1		_aMisiaszek, Gregery William, _d1973-, _eeditor. _9416205
776	0	8	_iebook version : _z9781000860306
942			_cB
999			_c1858384 _d1858384