The Decolonial Turn Revisited

Autor/in	Cordeiro-Rodrigues, Luis
Titel	The Decolonial Turn Revisited
Quelle	In: Education as Change, 21 (2017) 3, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Stellungnahme; Philosophy; Educational Change; Change Strategies; Educational Practices; African Studies; Culturally Relevant Education; Indigenous Knowledge; Higher Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Philosophie; Bildungsreform; Lösungsstrategie; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In a recent article in this journal, Vorster and Quinn offered a set of recommendations on how academic staff developers can advise university lecturers on decolonising their curricula and methods. Their main advice was to integrate more African cultural elements into their teaching. However, Vorster and Quinn's advice is rather general. In this paper, I wish to complement their advice by giving some specific recommendations on how the decolonisation of education can happen in the field of philosophy. [This article offers a commentary on Jo-Anne Vorster and Lynn Quinn's "The 'Decolonial Turn': What Does It Mean for Academic Staff Development?" (EJ1149746).] (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01