The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University

Andrews, Grant; Prozesky, Maria; Fouche, Ilse

doi:10.1080/18125441.2020.1800806

Cited by 1 publication

(2 citation statements)

References 12 publications

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“…This viewpoint is corroborated by the work of Harvey and Russell-Mundine (2019), who advocate for the importance of re ective practice in enabling students to recognise potential misalignments in their cultural awareness and to view differences as valuable learning opportunities. Building on this, Andrews et al (2020) propose that student activities can be purposefully designed to encourage students to re ect on their own identity. The data displays a commitment by participants to encourage students to self-re ect through activities such as eld trips to different communities and hospitals and group discussions about controversial topics such as abortion, surrogate pregnancies, and organ donation.…”

Section: Subtheme 1: Focus On Self-awarenessmentioning

confidence: 99%

“…When theories are put into practice it can make students aware of their own positionality and make them aware that knowledge always originates from a speci c context (Andrews et al, 2020). Some participants mention the success of work integrating learning (WIL) activities in community and hospital settings.…”

Section: Subtheme 2: Employ Students As Collaborators In the Creation...mentioning

confidence: 99%

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Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Koch,

Pool,

Heymans

2023

Preprint

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South Africa’s complex history with colonialism has left its imprint on the Higher Education Institutions. Decolonisation can address historical injustices and create a more inclusive educational environment. Despite the awareness of its significance, many Higher Education institutions struggle with decolonisation due to varied approaches and resistance. Existing literature highlights a gap in understanding health professions educators' perceptions of decolonisation in health professions education, demanding further research into practical implications. Understanding health professions educators' perspectives is vital, as it influences curriculum design. The aim of this study is to explore how health professions educators at North-West University perceive decolonisation and to use these insights to develop guidelines to inform the decolonising health professions education curricula. To achieve this aim, the study adopted a workshop methodology. Nominal Group Technique was employed within this methodology to encourage meaningful contribution. The study used deductive coding to guide the analysis of collected data. Findings indicate a shift in health professions educators' perceptions of decolonisation when informed discourse and structured guidance are available. Educators require a well-structured plan of action, emphasising the need for practical guidelines to inform decolonisation efforts. The derived guidelines align with the mission of producing healthcare professionals capable of addressing South Africa's diverse healthcare landscape. They facilitate cultural competency and social consciousness among health professions educators, fostering a responsive curriculum transformation and a more inclusive Higher Education environment. This research contributes to the vital discourse on decolonisation by grounding theory in practice, offering practical guidelines as a roadmap to transformation.

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Section: Subtheme 1: Focus On Self-awarenessmentioning

confidence: 99%

Section: Subtheme 2: Employ Students As Collaborators In the Creation...mentioning

confidence: 99%

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Koch,

Pool,

Heymans

2023

Preprint

View full text Add to dashboard Cite

show abstract

The Multiliteracies Learning Environment as Decolonial Nexus: Designing for Decolonial Teaching in a Literacies Course at a South African University

Cited by 1 publication

References 12 publications

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

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