#WEWANTSPACE: Developing Student Activism Through a Decolonial Pedagogy

Silva, Janelle M.; Now, Students for Diversity

doi:10.1002/ajcp.12284

Cited by 19 publications

(38 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, decolonial educators have emphasised that marginalised voices are important components in decolonial practice. As Silva et al ( 2018 ) explain of decolonial pedagogy, “Dominant voices, perspectives, and narratives that often shape mainstream curriculum and textbooks are decentered in order to amplify the voices, experiences, and histories of students often erased in the classroom”. Thus, we sought to centre the voices of students in this study in order for their perspectives to shape our analysis and to inform our practice as we continue to deliver online classes.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“Working from home is one major disaster”: An analysis of student feedback at a South African university during the Covid-19 lockdown

Fouche

Andrews

2021

Educ Inf Technol

View full text Add to dashboard Cite

The Covid-19 global pandemic has resulted in many countries moving teaching and learning online. South Africa is a country with major inequalities in terms of access to electricity, internet and information technologies, which have created considerable problems for online learning at institutions of higher learning in the country. In this paper, we analyse student feedback from two large undergraduate English courses at a school of Education of a major South African university. We specifically focus on two qualitative questions which asked students about the challenges they faced and the skills they developed in online learning. Results are considered through the lens of critical digital pedagogies and decolonisation. Our findings indicate that a lack of access and resources, disruptive home environments and unfamiliarity with online learning methods were significant obstacles for students. In addition, many students indicated developing computer skills and learning how to use online resources during the courses. The study suggests that online teaching and learning in South Africa and similar contexts exacerbates inequalities, and must be accompanied by rigorous support structures for students who are vulnerable in these contexts.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

“Working from home is one major disaster”: An analysis of student feedback at a South African university during the Covid-19 lockdown

Fouche

Andrews

2021

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

“…We made space in our course for radical healing and collective action through a trauma‐informed lens, which in turn made space for affective atmospheres, an acknowledgment of our collective trauma (Bell, 2018 ), and relationships with each other. Dominant whitestream academia systematically stifles the lived experiences of scholars from historically oppressed communities (Lykes et al, 2018 ; Silva, 2018 ). In sum, a healing justice model of community psychology pedagogy can be another avenue for embodying a decolonial turn in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Although these lessons and implications are important, it is also the case that if community psychologists are serious about transformation, including in our classrooms, then there are times when we must respond with urgency and spontaneity for the sake of wellness and healing (French et al, 2020 ). Although this may be uncomfortable for the instructor or the person who is designated as being “in charge,” and it can lead to some uncertainty and ambiguity, it is also important to practice humility, including cultural humility (Lewis et al, 2018 ; Mitchell et al, 2018 ), and trust/remember that there is wisdom within the collective (Silva, 2018 ). Creating a process that centers the voices of minoritized group members in determining the course of action may facilitate better alignment with healing justice and a better experience for all involved (French et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

Langhout

Ramirez

Vaccarino‐Ruiz

et al. 2021

American J of Comm Psychol

View full text Add to dashboard Cite

In this first‐person account, we describe the changes we made to align our graduate student‐level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID‐19 pandemic stay‐at‐home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma‐informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co‐authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check‐ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar‐activist PhD programs.

show abstract

“…Decolonial pedagogy is also a commitment to working without fixed hierarchies and beyond the student/teacher binary. In this way, decolonial pedagogy is pragmatic, involving decentring dominant practices and voices (Atehortúa 2020;De Lissovoy 2010;Silva 2018). In addition, decolonial pedagogy is dialogic.…”

Section: Theoretical Framingsmentioning

confidence: 99%

Approaching global education development with a decolonial lens: teachers’ reflections

Menon

Green

Charbonneau

et al. 2021

Teaching in Higher Education

View full text Add to dashboard Cite

In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at issues within the field of development and education in pluriversal ways. Our gestures toward decolonial pedagogy in the course were complicated by our own entanglements with coloniality as well as structural factors such as the context of Finland, where the colonial past is seldom addressed. Despite these contradictions and challenges, we aspire to continue thinking through decoloniality to decenter the dominant liberal frameworks within global education development.

show abstract

#WEWANTSPACE: Developing Student Activism Through a Decolonial Pedagogy

Abstract: Highlights An example of decolonial pedagogy connected to community psychology values. Illustrates the potential outcome of praxis assignments connected to social justice. An example of how class projects can raise student awareness and activism.

Cited by 19 publications

References 9 publications

“Working from home is one major disaster”: An analysis of student feedback at a South African university during the Covid-19 lockdown

“Working from home is one major disaster”: An analysis of student feedback at a South African university during the Covid-19 lockdown

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

Approaching global education development with a decolonial lens: teachers’ reflections

Contact Info

Product

Resources

About