Researching TogetherDisrupting Colonial Thinking in Higher Education and Beyond

  1. Tangney, Sue
  2. Mooney, Julie A.
  3. López, Ana Luisa
Revista:
Revista internacional de educación para la justicia social (RIEJS)

ISSN: 2254-3139

Año de publicación: 2024

Título del ejemplar: Educación para la Justicia Ambiental: Trabajar desde las Aulas la Formación de una Ciudadanía Activa

Volumen: 13

Número: 1

Páginas: 303-319

Tipo: Artículo

DOI: 10.15366/RIEJS2023.13.1.017 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista internacional de educación para la justicia social (RIEJS)

Resumen

Universities, whilst being seen as centres of knowledge creation, are also products of colonialism. This article focuses on an autoethnographic study undertaken by three White university teachers using reflective prompts to problematise our White positionality. We wished to better understand ourselves and our identities, the benefits we have gained from colonialism, and appropriate approaches we can take to facilitate decolonising curricula. We found that this self-interrogation and collaborative meaning making, while sometimes painful, provided an enriching and transformative opportunity for personal and professional development, and a starting point to listening to, working with, and enabling Indigenous peoples to undertake decolonising work.  We then use this experience to suggest ways in which other teachers might engage in similar processes of critical self-reflection and self-development, towards disrupting colonial thinking in higher education and beyond.     

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Fuente de los datos: Dialnet