From Silence to 'Strategic Advancement': Institutional Responses to 'Decolonising' in Higher Education in England

Autor/inn/en	Shain, Farzana; Yildiz, Ümit Kemal; Poku, Veronica; Gokay, Bulent
Titel	From Silence to 'Strategic Advancement': Institutional Responses to 'Decolonising' in Higher Education in England
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.920-936 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1976749
Schlagwörter	Strategic Planning; Higher Education; Foreign Policy; Activism; Educational Change; College Faculty; College Students; Foreign Countries; Curriculum Development; Departments; Institutional Characteristics; Universities; Ethnocentrism; Minority Group Students; Social Media; Diversity; Student Attitudes; Teacher Attitudes; Neoliberalism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Außenpolitik; Aktivismus; Politischer Protest; Bildungsreform; Fakultät; Collegestudent; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Department; Abteilung; University; Universität; Ethnozentrismus; Soziale Medien; Schülerverhalten; Lehrerverhalten; Neo-liberalism; Neoliberalismus
Abstract	Amid the rising calls for a 'decolonised curriculum', scholars and activists have outlined what needs to be done to 'decolonise the university'. Yet in practice, those involved in decolonising work often face considerable backlash and institutional resistance. Drawing on empirical research with students and staff across nine universities in England, this paper sets out to capture the contested terrain of 'decolonising the university'. We draw on qualitative accounts, collected through in-depth interviews with 24 individuals who are engaged in individual and/or group-based decolonial efforts, at discipline/departmental/institutional level to achieve change in their universities. We conceptualise and explore institutional responses to 'decolonising' through three strategies: rejection, reluctant acceptance, and strategic advancement. Presenting a snapshot of decolonising work in England over the period 2014-2021, our findings raise questions about what needs to be done to counter institutional co-option, incorporation, and the dilution of the radical message of decolonising. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01