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This book brings together voices from the Global South and Global
North to think through what it means, in practice, to decolonise
contemporary higher education. Occasionally, a theoretical concept
arises in academic debate that cuts across individual disciplines.
Such concepts – which may well have already been in use and
debated for some time - become suddenly newly and increasingly
important at a particular historical juncture. Right now, debates
around decolonisation are on the rise globally, as we become
increasingly aware that many of the old power imbalances brought
into play by colonialism have not gone away in the present. The
authors in this volume bring theories of decoloniality into
conversation with the structural, cultural, institutional,
relational and personal logics of curriculum, pedagogy and teaching
practice. What is enabled, in practice, when academics set out to
decolonize their teaching spaces? What commonalities and
differences are there where academics set out to do so in
universities across disparate political and geographical spaces?
This book explores what is at stake when decolonial work is taken
from the level of theory into actual practice. The chapters in this
book were originally published as a special issue of Third World
Thematics.
The chapters in this book highlight the possibilities and
complexities of putting decolonial theory to work in higher
education in Northern and Southern contexts across the globe. This
book looks at decolonial work as praxis involving transformation at
a range of levels from theoretical development, national policy,
institutional policy and culture, academic discipline, programme,
course, classroom, student and the self. Our authors argue that
praxis in their contexts includes working at institutional level to
undo the historical power of ‘coloniality’ in universities in
the metropoles, introducing Indigenous knowledges into curricula
and undoing the effects of ‘coloniality’ in embodiment,
temporality and whiteness. We, as editors, argue for the need for
transformation of the self as well as structures, and highlight
qualities such as reflexivity on our own entanglements with
coloniality, and why they occur, in this undoing. The approach
offered in this book emphasises the connection between significant
personal change as a pre-condition and an epistemological process
to connect critical decolonial theory and our teaching practice.
The book was originally published as a special issue of the journal
Teaching in Higher Education.
This book brings together voices from the Global South and Global
North to think through what it means, in practice, to decolonise
contemporary higher education. Occasionally, a theoretical concept
arises in academic debate that cuts across individual disciplines.
Such concepts - which may well have already been in use and debated
for some time - become suddenly newly and increasingly important at
a particular historical juncture. Right now, debates around
decolonisation are on the rise globally, as we become increasingly
aware that many of the old power imbalances brought into play by
colonialism have not gone away in the present. The authors in this
volume bring theories of decoloniality into conversation with the
structural, cultural, institutional, relational and personal logics
of curriculum, pedagogy and teaching practice. What is enabled, in
practice, when academics set out to decolonize their teaching
spaces? What commonalities and differences are there where
academics set out to do so in universities across disparate
political and geographical spaces? This book explores what is at
stake when decolonial work is taken from the level of theory into
actual practice. The chapters in this book were originally
published as a special issue of Third World Thematics.
Reflective Teaching in Higher Education is the definitive textbook
for those wanting to excel at teaching in the sector. Informed by
the latest research in this area, the book offers extensive support
for those at the start of an academic career and career-long
professionalism for those teaching in higher education. Written by
an international collaborative author team of experts led by Paul
Ashwin, Reflective Teaching in Higher Education offers two levels
of support: - practical guidance for day-to-day teaching, covering
key issues such as strategies for improving learning, teaching and
assessment, curriculum design, relationships, communication, and
inclusion - evidence-informed 'principle's to aid understanding of
how theories can effectively inform teaching practices, offering
ways to develop a deeper understanding of teaching and learning in
higher education In addition to new case studies from a wider
variety of countries than ever before, this new edition includes
discussion of: - What is meant by 'agency' - Gender, ethnicity,
disability and university teaching - Digital learning spaces and
social media - Teaching career development for academics -
Decolonising the curriculum - Assessment and feedback practices -
Teaching excellence and 'learning gain' - 2015 UN General Assembly
2030 Agenda for Sustainable Development reflectiveteaching.co.uk
provides a treasure trove of additional support. It includes
supplementary sector specific material to support for considering
questions around society's educational aims, and much more besides.
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