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Decolonizing University Teaching and Learning considers
apprehensions around decolonizing and offers a summary of key
arguments within critical discussion around its meaning and value
through engagement with a growing body of literature. The
contextually based and complex discussions concerning
decolonization means one cannot be guided through the process in a
particular way. Therefore, the text is not intended to be read as a
handbook for decolonizing teaching and learning, nor is it an
anthropologically oriented text. Drawing on Critical Race Theory,
the book highlights the benefits of decolonizing teaching and
learning for all students and staff. This book offers up the TRAAC
model as an entry point for challenging conversations. By bringing
together questions raised within existing scholarly discussions,
the TRAAC model provides prompts to instigate deeper reflections
around decolonizing by way of supporting colleagues to start a
productive dialogue. Through these critically reflective and
reflexive conversations, action-oriented discussions can
simultaneously take place. The value of this book lies in the
contributions from authors based across a number of universities
and disciplines. Reflecting on personal experiences, staff and
student relationships, subject specific challenges, and wider
issues within HE, the contributions are grounded in the employment
of the TRAAC model as a mode of entry into discussing particular
issues around decolonizing teaching and learning.
Decolonizing University Teaching and Learning considers
apprehensions around decolonizing and offers a summary of key
arguments within critical discussion around its meaning and value
through engagement with a growing body of literature. The
contextually based and complex discussions concerning
decolonization means one cannot be guided through the process in a
particular way. Therefore, the text is not intended to be read as a
handbook for decolonizing teaching and learning, nor is it an
anthropologically oriented text. Drawing on Critical Race Theory,
the book highlights the benefits of decolonizing teaching and
learning for all students and staff. This book offers up the TRAAC
model as an entry point for challenging conversations. By bringing
together questions raised within existing scholarly discussions,
the TRAAC model provides prompts to instigate deeper reflections
around decolonizing by way of supporting colleagues to start a
productive dialogue. Through these critically reflective and
reflexive conversations, action-oriented discussions can
simultaneously take place. The value of this book lies in the
contributions from authors based across a number of universities
and disciplines. Reflecting on personal experiences, staff and
student relationships, subject specific challenges, and wider
issues within HE, the contributions are grounded in the employment
of the TRAAC model as a mode of entry into discussing particular
issues around decolonizing teaching and learning.
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Moon River (Paperback)
Amber D Tran
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R436
R370
Discovery Miles 3 700
Save R66 (15%)
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Ships in 10 - 15 working days
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