The voice(s) of reason: conceptual challenges for the decolonization of knowledge in global higher education

Seats, Michael

doi:10.1080/13562517.2020.1729725

Cited by 14 publications

(3 citation statements)

References 39 publications

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“…Whereas much of the published research literature in the English language comes from the main English-speaking nations -i.e. Australia (Rangan 2022, Seats 2022 (Dlamini and Kamwendo 2018) and Zimbabwe (Kgari-Masondo and Chimbunde 2021). While most articles have focused on particular countries, and usually on particular institutions or programmes within those countries, there have also been articles that have considered the position across whole continents, such as Africa (Mamdani 2016) or Latin America (De Carvalho andFlórez-Flórez 2014, Rodriguez 2022).…”

Section: Application and Practicementioning

confidence: 99%

Decolonization and Higher Education: A Critical Review of a Contemporary Concern, Policy and Theory

Tight

2022

High Educ Policy

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Decolonization of higher education policy and practice has become an increasing concern and interest in recent years. This article provides a critical review of the application of decolonization to higher education. It discusses what its proponents mean by the term and how they seek to apply it in practice. It identifies outstanding issues with its usage and considers what the direction ahead may be.

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Section: Application and Practicementioning

confidence: 99%

Decolonization and Higher Education: A Critical Review of a Contemporary Concern, Policy and Theory

Tight

2022

High Educ Policy

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“…Knowledge is built through both a regime of historically constituted power relations (that structure knowledge externally) and a regime of concepts and their epistemic relations (that structure knowledge internally) (Boff 1987, Maton 2014. By launching a metalevel critique that highlights the external relations of knowledge production, we argue that the decolonial project has failed to date, to provide an epistemological critique that adequately engages with the internal relations of the Western knowledge project (Seats, 2020).…”

Section: Conceptual Complexitiesmentioning

confidence: 99%

Confronting the complexities of decolonising curricula and pedagogy in higher education

Morreira

Luckett

Kumalo

et al. 2020

Third World Thematics: A TWQ Journal

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Recent critiques voiced by students in both the Global South and North has turned attention to the ways in which higher education practices have been informed by, and continue to perpetuate, a series of assumptions that favour particular epistemological perspectives. Across the world, students have criticized universities for the content of their curricula and for their institutional cultures and pedagogic practices that perpetuate the attainment gap and exclusion. In response, curriculum and pedagogic change is being debated and promoted on campuses. This introductory article lays the theoretical groundwork for a special issue that brings decolonial theory into concrete engagement with the structural, cultural, institutional, relational and personal logics of curriculum and pedagogic practice. The article examines the relationship between decolonization as a theoretical concept, and the practices of decoloniality unfolding in pedagogical practice.

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“…Nevertheless, there is a great deal that can be done to effect positive change in terms of addressing the structural disadvantages within -and perpetuated by -universities. Inclusive approaches such as recent ongoing efforts to 'decolonise' the curriculum are one recent, important example (Arday et al, 2020;Doharty et al, 2021;Harvey and Russell-Mundine, 2019;Seats, 2020). Within universities, some issues can only be addressed properly at faculty or university level, rather than by departments.…”

Section: Introduction and Literaturementioning

confidence: 99%

Coping With Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

Mates

Millican

Hanson

2021

British Journal of Educational Studies

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This article examines the implications of the transition to online or blended learning for first generation scholars (FGS) brought about by . We present the findings of a mixed methods project that draws data from both in-depth qualitative interviews and a large quantitative survey of students at Durham University. We offer a comparative analysis of how FGS contrast to the general student body in relation to a range of key challenges that Covid-19 and the consequent 'online pivot' posed to university life including technological, social and resource based issues. Our findings demonstrate that FGS were particularly affected by this shift to online or blended learning. The final substantive section discusses a range of potential mitigation strategies adopted by the

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The voice(s) of reason: conceptual challenges for the decolonization of knowledge in global higher education

Cited by 14 publications

References 39 publications

Decolonization and Higher Education: A Critical Review of a Contemporary Concern, Policy and Theory

Decolonization and Higher Education: A Critical Review of a Contemporary Concern, Policy and Theory

Confronting the complexities of decolonising curricula and pedagogy in higher education

Coping With Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

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