Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal.
In: Teaching in Higher Education, Jg. 26 (2021-10-01), Heft 7/8, S. 1122-1129
Online
academicJournal
Zugriff:
A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students' temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students' lives, and past/future aspirations. [ABSTRACT FROM AUTHOR]
Titel: |
Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal.
|
---|---|
Autor/in / Beteiligte Person: | Edwards, Kirsten T. ; Shahjahan, Riyad A. |
Link: | |
Zeitschrift: | Teaching in Higher Education, Jg. 26 (2021-10-01), Heft 7/8, S. 1122-1129 |
Veröffentlichung: | 2021 |
Medientyp: | academicJournal |
ISSN: | 1356-2517 (print) |
DOI: | 10.1080/13562517.2021.1928063 |
Schlagwort: |
|
Sonstiges: |
|