Being "Lazy" and Slowing Down: Toward Decolonizing Time, Our Body, and Pedagogy

Autor/in	Shahjahan, Riyad A.
Titel	Being "Lazy" and Slowing Down: Toward Decolonizing Time, Our Body, and Pedagogy
Quelle	In: Educational Philosophy and Theory, 47 (2015) 5, S.488-501 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.880645
Schlagwörter	Criticism; Neoliberalism; Educational Policy; Higher Education; Teaching Methods; Time Perspective; Educational Philosophy; Human Body; Self Concept; Productivity; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Kritik; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitbezug; Bildungsphilosophie; Erziehungsphilosophie; Menschlicher Körper; Selbstkonzept; Produktivität; Fakultät; Lehrerverhalten
Abstract	In recent years, scholars have critiqued norms of neoliberal higher education (HE) by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of "time" and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. I show how this entails slowing down and "being lazy." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01