Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education

Millner, Naomi

doi:10.1080/03098265.2021.2004391

Cited by 15 publications

(12 citation statements)

References 41 publications

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“…This opens up a criticism that teaching in this critical vein of discomfort could negatively impact language proficiency, an important goal of world language education. Another one is the connection between pedagogies of discomfort and the growing body of works on social justice and inclusive and decolonizing pedagogies (e.g., Bozalek, Zembylas, & Tronto, 2021; Cutri & Whiting, 2015; Head, 2020; Leibowitz et al., 2010; Millner, 2021; Ohito, 2016). Pedagogies of discomfort have the potential to raise students’ awareness of issues of suffering and human rights abuse and encourage them to take action to alleviate that suffering and abuse in feasible ways—the basis of social justice and inclusive and decolonizing pedagogies.…”

Section: Discussionmentioning

confidence: 99%

Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators

Porto,

Zembylas

2024

The Modern Language Journal

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The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom.

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Section: Discussionmentioning

confidence: 99%

Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators

Porto,

Zembylas

2024

The Modern Language Journal

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“…Collaboration with my students has been essential to my learning. I have learnt that it is important to talk about racism, power and privilege (Arday et al., 2021; Millner, 2021), so I have started to talk openly about my discomfort and privilege and to sit with it. I have realised that feelings such as fear, anger and frustration cannot be avoided and, in fact, feeling is an important part of the reflective process (Millner, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…I have learnt that it is important to talk about racism, power and privilege (Arday et al., 2021; Millner, 2021), so I have started to talk openly about my discomfort and privilege and to sit with it. I have realised that feelings such as fear, anger and frustration cannot be avoided and, in fact, feeling is an important part of the reflective process (Millner, 2021). We, as academics, should not be paralysed by these emotions but should take ownership of them (Leonardo & Porter, 2010), have self‐awareness, and overcome these fears through doing (Pillay & Kathard, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…We, as academics, should not be paralysed by these emotions but should take ownership of them (Leonardo & Porter, 2010), have self‐awareness, and overcome these fears through doing (Pillay & Kathard, 2015). It is important to pause and reflect when there is an emotional response, so that we can learn about alternative ways of thinking and feeling (Millner, 2021). We should allow discussion forums and classrooms to be a place of risk which creates necessary discomfort that leads to growth (Leonardo & Porter, 2010; Millner, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…It is important to pause and reflect when there is an emotional response, so that we can learn about alternative ways of thinking and feeling (Millner, 2021). We should allow discussion forums and classrooms to be a place of risk which creates necessary discomfort that leads to growth (Leonardo & Porter, 2010; Millner, 2021). As Leonardo and Porter (2010, p.153) state, ‘discomfort can be liberating’ because it allows us to remove our masks and to have more open, deeper conversations on race.…”

Section: Methodsmentioning

confidence: 99%

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Decoloniality and healthcare higher education: Critical conversations

Pillay,

Kathard,

Hansjee

et al. 2023

Intl J Lang & Comm Disor

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BackgroundWe explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world.ObjectiveThe primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally.MethodsThe methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality.Discussion pointsWe present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum.Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education.ConclusionOverall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change.WHAT THIS PAPER ADDSWhat is already known on this subject Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom.What this paper adds to existing knowledge This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World.What are the potential or actual clinical implications of this work? The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes.

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Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now

Clayton

Griffin

Mowl

2023

Journal of Geography in Higher Education

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Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education

Cited by 15 publications

References 41 publications

Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators

Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators

Decoloniality and healthcare higher education: Critical conversations

Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now

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