Practising Postcolonial Pedagogies in Higher Education Teaching and Research

Autor/in	Liddy, Mags
Titel	Practising Postcolonial Pedagogies in Higher Education Teaching and Research
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 3, Artikel 11 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Educational Practices; Higher Education; Foreign Countries; Educational Research; Sustainable Development; Global Approach; Postcolonialism; Teaching Methods; Citizenship Education; Volunteers; Study Abroad; Ireland + Suchen Sie Ihr Suchwort? Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsforschung; Pädagogische Forschung; Nachhaltige Entwicklung; Globales Denken; Post colonialism; Postkolonialismus; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Freiwilliger; Studies abroad; Auslandsstudium; Irland
Abstract	Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners' agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers. This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01