Literaturnachweis - Detailanzeige
Autor/inn/en | Abu Moghli, Mai; Kadiwal, Laila |
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Titel | Decolonising the Curriculum beyond the Surge: Conceptualisation, Positionality and Conduct |
Quelle | In: London Review of Education, 19 (2021) 1, (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Abu Moghli, Mai) ORCID (Kadiwal, Laila) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1474-8479 |
DOI | 10.14324/LRE.19.1.23 |
Schlagwörter | Foreign Countries; Higher Education; College Curriculum; Curriculum Development; Power Structure; Social Justice; Course Descriptions; Racial Bias; Political Issues; Social Bias; Activism; Ideology; College Students; College Faculty; Diversity; Cultural Pluralism; Inclusion; Culturally Relevant Education; Indigenous Knowledge; United Kingdom Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Kursstrukturplan; Racial discrimination; Rassismus; Politischer Faktor; Aktivismus; Politischer Protest; Ideologie; Collegestudent; Fakultät; Kulturpluralismus; Inklusion; Großbritannien |
Abstract | In recent years, there has been increased interest in, and work towards, decolonising the curriculum in higher education institutions in the UK. There are various initiatives to review university syllabuses and identify alternative literature. However, there is an increasing risk of turning 'decolonisation' into a buzz term tied to a trend. We fear that decolonisation within academia is becoming an empty term, diluted and depoliticised, allowing for superficial representations that fail to address racial, political and socio-economic intersectionalities. In this article, we examine several initiatives to decolonise the curriculum with a focus on the field of education as a discipline and medium. Based on our analysis, we engage with three main themes: conceptualisation, positionality and conduct. The article concludes that decolonisation cannot happen in a vacuum, or as an aim disconnected from the rest of the structure of the university, which leads to diluting a wider movement and turns into a box-ticking exercise. We argue that there needs to be a deconstruction of asymmetrical power relationships within academic spaces to allow for meaningful decolonisation in practice. This requires a real political will, a change in the structure, and in the hearts and minds of those in decision-making positions, and a shift in the practices of knowledge production. (As Provided). |
Anmerkungen | UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |