Ignite A Decolonial Approach To Higher Education Through Space Place And Culture
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Author |
: Laura M. Pipe |
Publisher |
: Vernon Press |
Total Pages |
: 291 |
Release |
: 2023-05-09 |
ISBN-10 |
: 9781648896682 |
ISBN-13 |
: 1648896685 |
Rating |
: 4/5 (82 Downloads) |
Synopsis Ignite: A Decolonial Approach to Higher Education Through Space, Place and Culture by : Laura M. Pipe
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 |
: Farhana Sultana |
Publisher |
: Taylor & Francis |
Total Pages |
: 261 |
Release |
: 2024-10-09 |
ISBN-10 |
: 9781040176559 |
ISBN-13 |
: 1040176550 |
Rating |
: 4/5 (59 Downloads) |
Synopsis Confronting Climate Coloniality by : Farhana Sultana
This timely and urgent collection brings together cutting-edge interdisciplinary scholarship and ideas from around the world to present critical examinations of climate coloniality. Confronting Climate Coloniality exposes how legacies of colonialism, imperialism, and capitalism co-produce and exacerbate the climate crisis, create disproportionate impacts on those who contributed the least to climate change, and influence global and local responses. Climate coloniality is perpetuated through processes of neoliberalism, racial capitalism, development interventions, economic growth models, media, and education. Confronting climate coloniality entails decolonizing climate discourses and governance, challenging the dominant framings and policies, interrogating material, geopolitical, and institutional arrangements for tackling the climate crisis, and centering Global South and Indigenous knowledge, experiences, strategies, and solutions. Confronting Climate Coloniality: Decolonizing Pathways for Climate Justice provides critical insights and strategies for transformative action and fosters deeper understandings of the structural injustices entangled with climate change in governance, framings, policies, responses, and praxis. This collection offers pioneering interdisciplinary research on alternative frameworks for decolonized approaches for more meaningful climate justice. With originality, scholarly rigor, and emphasis on amplifying marginalized voices, this collection is an indispensable resource for interdisciplinary scholars, policymakers, and activists committed to advancing climate justice.
Author |
: Taylor & Francis Group |
Publisher |
: Routledge |
Total Pages |
: 182 |
Release |
: 2021-06 |
ISBN-10 |
: 0367747324 |
ISBN-13 |
: 9780367747329 |
Rating |
: 4/5 (24 Downloads) |
Synopsis Decolonising Curricula and Pedagogy in Higher Education by : Taylor & Francis Group
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. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts - which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.
Author |
: Ramón Grosfoguel |
Publisher |
: Lexington Books |
Total Pages |
: 282 |
Release |
: 2016-10-26 |
ISBN-10 |
: 9781498503761 |
ISBN-13 |
: 1498503764 |
Rating |
: 4/5 (61 Downloads) |
Synopsis Decolonizing the Westernized University by : Ramón Grosfoguel
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 |
: David G. Hebert |
Publisher |
: Springer Nature |
Total Pages |
: 198 |
Release |
: 2023-03-18 |
ISBN-10 |
: 9789819901395 |
ISBN-13 |
: 9819901391 |
Rating |
: 4/5 (95 Downloads) |
Synopsis Comparative and Decolonial Studies in Philosophy of Education by : David G. Hebert
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 |
: |
Publisher |
: BRILL |
Total Pages |
: 204 |
Release |
: 2023-04-12 |
ISBN-10 |
: 9789004548107 |
ISBN-13 |
: 9004548106 |
Rating |
: 4/5 (07 Downloads) |
Synopsis Unyoking African University Knowledge by :
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 |
: Judy Marquez Kiyama |
Publisher |
: Routledge |
Total Pages |
: 200 |
Release |
: 2017-08-07 |
ISBN-10 |
: 9781315447308 |
ISBN-13 |
: 1315447304 |
Rating |
: 4/5 (08 Downloads) |
Synopsis Funds of Knowledge in Higher Education by : Judy Marquez Kiyama
Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.
Author |
: Aneta Hayes |
Publisher |
: |
Total Pages |
: 0 |
Release |
: 2024-10-09 |
ISBN-10 |
: 1032447656 |
ISBN-13 |
: 9781032447650 |
Rating |
: 4/5 (56 Downloads) |
Synopsis Possibilities and Complexities of Decolonising Higher Education by : Aneta Hayes
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 |
: Stephanie Marie Knox Steiner |
Publisher |
: |
Total Pages |
: 0 |
Release |
: 2022 |
ISBN-10 |
: 9798834092421 |
ISBN-13 |
: |
Rating |
: 4/5 (21 Downloads) |
Synopsis Decolonial, Pluriversal, Vitality-Centered Pedagogies by : Stephanie Marie Knox Steiner
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 |
: Jonathan Jansen |
Publisher |
: Wits University Press |
Total Pages |
: 286 |
Release |
: 2019-04-01 |
ISBN-10 |
: 9781776143351 |
ISBN-13 |
: 1776143353 |
Rating |
: 4/5 (51 Downloads) |
Synopsis Decolonisation in Universities by : Jonathan Jansen
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.