Rekindling the Sacred: Toward a Decolonizing Pedagogy in Higher Education

Shahjahan, Riyad A.; Wagner, Anne; Wane, Njoki Nathani

doi:10.2307/jthought.44.1-2.59

Cited by 24 publications

(15 citation statements)

References 28 publications

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“…6) Furthermore, incorporating rituals become an important way to add these 'not do' ingredients into the classroom. Ritualizing learning in new ways by beginning or ending the class with a prayer, the burning of medicines, cleansing ceremonies, and/or the telling of personal stories are some activities through which scholars have integrated different ways of knowing and acknowledged the holistic, embodied nature of instructors and students (see Shahjahan, Wagner & Wane, 2009;Tisdell, 2003).…”

Section: Time and Colonial Differencementioning

confidence: 99%

Being ‘Lazy’ and Slowing Down: Toward decolonizing time, our body, and pedagogy

Shahjahan

2014

Educational Philosophy and Theory

159

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In recent years, scholars have critiqued norms of neoliberal higher education (HE) by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of 'time' and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. I show how this entails slowing down and 'being lazy'.

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Section: Time and Colonial Differencementioning

confidence: 99%

Being ‘Lazy’ and Slowing Down: Toward decolonizing time, our body, and pedagogy

Shahjahan

2014

Educational Philosophy and Theory

159

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“…In terms of British geography, what is needed is a critical discussion around identifying and using pedagogies that are founded on coexistence and respect, as opposed to domination, separation and assimilation. Decolonial pedagogical approaches have the potential to achieve this because they not only insist that we should remain vigilant to how colonial modes of thinking are reproduced pedagogically in and through curricula content and design (Daigle & Sundberg, 2017), but also encourages an overhaul of the oppressive structures informing educational institutions and learning environments through pedagogical praxis (Shahjahan et al., 2009; Tejeda et al., 2003).…”

Section: Proposals For Changementioning

confidence: 99%

“The why and the white”: Racism and curriculum reform in British geography

Esson

2018

Area

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This article intervenes in recent debates over the whiteness of the higher education geography curriculum. Focusing on UK‐based universities, I examine the why and the white in the question “Why is our geography curriculum so white?” It is argued that the answer is coloniality‐induced institutional racism. I propose that engaging with insights from critical race theory, social justice and decolonial scholarship could help British geography to more effectively challenge racism, and other forms of dehumanisation, in our institutional arrangements and teaching practices.

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“…Nevertheless, the conception of teaching as an individual standardized task has been criticized (Fanghanel 2009;Malcolm & Zukas 2001). Also, some of this mainstream literature has been developed in the context of quality measures and the competition for prestige among universities (Hazelkorn 2016;Shahjahan, Wagner & Wane 2009), and does not take into consideration the complexity and richness of teaching and learning in specific contexts and in peripheral regions such as Latin America.…”

Section: Introductionmentioning

confidence: 99%

geopolitics of research in teaching and learning in the university in Latin America

Guzmán-Valenzuela

2017

Sotls

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Over recent decades, research and scholarship on teaching and learning in higher education have focused on (i) how to promote student learning in tertiary education through good teaching practices and (ii) on teaching and learning as an area of study of its own. However, there is a meta-component that needs to come into play: (iii) the geopolitics (de Sousa Santos 2014; Connell 2007) in which teaching and learning processes take place. In this paper, I take up this last aspect and offer a perspective on teaching and learning as geographically located in particular countries, focusing especially on the South and especially on Latin America. A search was conducted of papers on teaching and learning that were included in the Web of Science database, and produced by authors in Latin American universities, between 2000 and 2015. The findings show that the scholarly research on teaching and learning in mainstream journals is dynamic and growing in the region. However, it also shows that most of the academic productivity in the area draws on theories produced in the North and lacks a geopolitical perspective. These findings help to illuminate the challenges faced by researchers on teaching and learning in Latin America, and prompt reflection as to how to make more visible the knowledge produced in the South. How to cite this article: GUZMÁN-VALENZUELA, Carolina. The geopolitics of research in teaching and learning in the university in Latin America. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 4-18, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=10>. Date accessed: 12 sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Rekindling the Sacred: Toward a Decolonizing Pedagogy in Higher Education

Cited by 24 publications

References 28 publications

Being ‘Lazy’ and Slowing Down: Toward decolonizing time, our body, and pedagogy

Being ‘Lazy’ and Slowing Down: Toward decolonizing time, our body, and pedagogy

“The why and the white”: Racism and curriculum reform in British geography

geopolitics of research in teaching and learning in the university in Latin America

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