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

Any de publicació: 2024

Títol de l'exemplar: Educación para la Justicia Ambiental: Trabajar desde las Aulas la Formación de una Ciudadanía Activa

Volum: 13

Número: 1

Pàgines: 303-319

Tipus: Article

DOI: 10.15366/RIEJS2023.13.1.017 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista internacional de educación para la justicia social (RIEJS)

Resum

Las universidades, aunque se consideran centros de creación de conocimiento, también son producto del colonialismo. Este artículo se centra en un estudio autoetnográfico llevado a cabo por tres profesoras universitarias blancas que utilizamos pautas reflexivas para problematizar nuestra posición. Nuestro objetivo es comprendernos mejor a nosotras mismas y nuestras identidades, los beneficios que hemos obtenido del colonialismo y los enfoques apropiados que podemos adoptar para facilitar la descolonización de los planes de estudio. Consideramos que este autointerrogatorio y esta búsqueda colaborativa de significados, aunque a veces doloroso, constituyen una oportunidad enriquecedora y transformadora para el desarrollo personal y profesional, y un punto de partida para escuchar a los pueblos indígenas, trabajar con ellos y permitirles emprender una labor descolonizadora.  Seguidamente, utilizamos esta experiencia para sugerir formas en las que otros y otras profesoras pueden participar en procesos similares de autorreflexión crítica y autodesarrollo, con el fin de desbaratar el pensamiento colonial en la educación superior y más allá.

Referències bibliogràfiques

  • Arday, J. (2020). Decolonising the curriculum: why the concept requires a wider conversation. SEDA.
  • Ash, S. L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education 1, 25-48.
  • Behari-Leak, K. (2020). Towards a borderless, decolonized, socially just, and inclusive scholarship of teaching and teaching. Teaching & Learning Inquiry, 8(1), 4-23. https://doi.org/10.20343/teachlearninqu.8.1.2
  • Blair, A. (2017). Becoming culturally responsive: Reflections from an autoethnographic exploration of teaching and learning english in Brazil. In F. Pirbhai-Illich, S. Pete & F. Martin (Eds.), Cultural responsive pedagogy (pp. 99-119). Palgrave Macmillan.
  • https://doi.org/10.1007/978-3-319-46328-5_5
  • Bhambra, G. K., Gebrial, D., & Ni?ancio?lu, K. (2018). Decolonising the university. Pluto Books.
  • Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. https://doi.org/10.3102/0013189X030003013
  • Calvez, S. (2020). Decolonising the curriculum: why the concept requires a wider conversation. SEDA.
  • Camilleri, S., & Bezzina, A. (2022). Learning in a circle apparent simplicity. Pastoral Care in Education, 40(4), 373-390. https://doi.org/10.1080/02643944.2021.1938645
  • Chambers, C. M. (2006). The land is the best teacher i’ve ever had: Places as pedagogy for precarious times. Journal of Curriculum Theorizing, 22(3), 27-38.
  • Chung, S. H. S. (2019). The courage to be altered: Indigenist decolonization for teachers. New Directions for Teaching & Learning, 157, 13-25. https://doi.org/10.1002/tl.20327
  • Cortes, P., Leite, A. E., Prados, M. E., & González, B. (2020). Trayectorias y prospectivas metodológicas para la investigación narrativa y biográfica en el ámbito social y educativo [Trajectories and methodological perspectives for narrative and biographical research in the social and educational field]. In J. M. Sancho, F. Hernández, M. L. Montero, J. de Pablos, J. I. Rivas & A. Ocaña (Eds.), Caminos y derivas para otra investigación educativa y social [Paths and drifts for other educational and social research] (pp. 209-222). Octaedro.
  • Dei, G. J. (2014). Global education from an ‘indigenist’ anti-colonial perspective. Journal of Contemporary Issues in Education, 9(2), 4-23. https://doi.org/10.20355/C53G6B
  • DiAngelo, R. (2018). White fragility. Why it’s so hard for white people to talk about racism. Penguin Books.
  • Gaudet, J. C. (2019). Keeoukaywin: The visiting way, fostering an indigenous research methodology. Aboriginal Policy Studies, 7(2), 47-64. https://doi.org/10.5663/aps.v7i2.29336
  • Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation and decolonization: Navigating the different version for indigenizing the Canadian Academy. AlterNative, 14(3), 218-27. https://doi.org/10.1177%2F1177180118785382
  • Grosfoguel, R. (2011). Decolonizing post-colonial studies and paradigms of political-economy: transmodernity, decolonial thinking, and global coloniality. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1), art. 4. https://doi.org/10.5070/T411000004
  • Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
  • Kempf, A. (2020). If we are going to talk about implicit race bias, we need to talk about structural racism: Moving beyond ubiquity and inevitability in teaching and learning about race. Taboo: The Journal of Culture & Education, 19(2), 116-132.
  • Kreber, C. (2004). An analysis of two models of reflection and their implications for educational development. International Journal of Academic Development, 9(1), 29-49. http://dx.doi.org/10.1080/1360144042000296044
  • Kuokkanen, R. (2007). Reshaping the university: responsibility, indigenous epistemes, and the logic of the gift. UBC.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching & teacher education practice (pp. 817-69). Springer.
  • Laing, A. F. (2020). Decolonising pedagogies in undergraduate geography: Student perspectives on a decolonial movements module. Journal of Geography in Higher Education, 45(1), 1-19. https://doi.org/10.1080/03098265.2020.1815180
  • Lassonde, C. A., Galman, S., & Kosnik, C. (2009). Self-study research methodologies for teacher educators. Sense Publishers.
  • Martínez Martínez, M. A. (2022). Descolonizar la escuela: Educación por la justicia en comunidades originarias del sureste de México [Decolonize the school: Education for justice in native communities of southeastern Mexico]. Revista Internacional de Educación para la Justicia Social, 11(1), 101-117. https://doi.org/10.15366/riejs2022.11.1.006
  • Matthews, S. (2018). Confronting the colonial library: Teaching political studies amidst calls for a decolonised curriculum. Politikon: South African Journal of Political Studies, 45(1), 48-65. https://doi.org/10.1080/02589346.2018.1418204
  • McGuire-Adams, T. (2021). The privilege of not walking away: Indigenous women’s perspectives of reconciliation in the academy. Aboriginal Policy Studies, 9(2), 3-24. https://doi.org/10.5663/aps.v9i2.29374
  • McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace & Freedom Magazine, July/August, 10-2.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
  • Miller-Young, J., Dean, Y., Rathburn, M., Pettit, J., Underwood, M., Gleeson, J., Lexier, R., Calvert, V., & Clayton, P. (2015). Decoding ourselves: An inquiry into faculty learning about reciprocity in service-learning. Michigan Journal of Community Service Learning, 22(1), 32-47.
  • Mirza, H. S. (2018). Racism in higher education: What then, can be done? In J. Arday & H. S. Mirza (Eds.), Dismantling Race in Higher Education (pp. 3-23). Palgrave Macmillan.
  • O’Connor, K., Sterenberg, G., & Vaughan, N. (2020). Learning from place: Developing a relationship with land and our partners. In K. Thomas & D. Huffman (Eds.), Challenges and Opportunities for Transforming from STEM to STEAM Education (pp. 264-286). IGI Global - Publisher of Timely Knowledge. https://doi.org/10.4018/978-1-7998-2517-3.ch011
  • Paraskeva, J. M. (2020). Itinerant curriculum theory. An epistemological declaration of independence. Revista Qurriculum, 33, 31-47. https://doi.org/10.25145/j.qurricul.2020.33.03
  • Peltier, S. (2016). Demonstrating anishinaabe storywork circle pedagogy: Creating conceptual space for ecological relational knowledge in the classroom. [Doctoral thesis]. Laurentian University.
  • Peltier, S. (2017). An anishinaabe perspective on children’s language learning to inform “seeing the aboriginal child”. Language and Literacy, 19(2), 4-19. https://doi.org/10.20360/G2N95C
  • Peters, M. A. (2018). Why is my curriculum white? A brief genealogy of resistance. In J. Arday & H. S. Mirza (Eds.), Dismantling race in higher education (pp. 253-270). Palgrave Macmillan.
  • Raffoul, J., Ward, J., Calvez, S., Kartolo, A., Haque, A., Holmes, T., Attas, R., Kechego, J., Kustra, E., & Mooney, J. (2022). Institutional structures and individual stories: Experiences from the front lines of indigenous educational development in higher education. AlterNative, 18(1), 163-172. https://doi.org/10.1177/11771801211062617
  • Rivas-Flores, J. I., Márquez-García, M. J., Leite-Méndez, A., & Cortés-González, P. (2020). Narrativa y educación con perspectiva decolonial [Narrative and education with a decolonial perspective]. Márgenes, Revista de Educación de la Universidad de Málaga, 1(3), 46-62. https://doi.org/10.24310/mgnmar.v1i3.9495
  • Ryan, A., & Tilbury, D. (2014). Flexible pedagogies: New pedagogic ideas. Higher Education Academy.
  • Saad, L. F. (2020). Me and white supremacy: combat racism, change the world, and become a good ancestor. Sourcebooks.
  • Said, E. W. (1978). Orientalism. Penguin Classics.
  • Tilley-Lubbs, G. A. (2009). Good intentions pave the way to hierarchy: A retrospective autoethnographic approach. Michigan Journal of Community Service Learning, 16(1), 59-68.
  • Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.
  • Van Camp, R. (2021). Gather: On the joy of storytelling. University of Regina Press.
  • Ward, J., Gaudet, C., Ryan, A., & Tilbury, D. (2014). Flexible pedagogies: New pedagogic ideas. Higher Education Academy.
Fuente de los datos: Dialnet