Possibilities and Complexities of Decolonising Higher Education : Critical Perspectives on Praxis book cover
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Possibilities and Complexities of Decolonising Higher Education
Critical Perspectives on Praxis



  • Available for pre-order on March 10, 2023. Item will ship after March 31, 2023
ISBN 9781032447629
March 31, 2023 Forthcoming by Routledge
268 Pages

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Book Description

The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. It looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. This includes working at institutional level to undo the historical power of ‘coloniality’ in universities in the metropoles, introducing Indigenous knowledges into curricula and undoing the effects of ‘coloniality’ in embodiment, temporality and whiteness. In grappling with individual and collective complicity in colonial violence, many of the authors describe the need for transformation of the self as well as structures, mentioning qualities such as reflexivity, vulnerability, honesty, and the need for building respectful relationships and offering dignity to others. The approach offered in this book emphasises the connection between significant personal change as a pre-condition for concrete transformative teaching strategies, resources and practices. It was originally published as a special issue of the journal Teaching in Higher Education.

Table of Contents

1. Introduction  2. Struggling for the anti-racist university: learning from an institution-wide response to curriculum decolonisation  3. From silence to ‘strategic advancement’: institutional responses to ‘decolonising’ in higher education in England  4. Approaching global education development with a decolonial lens: teachers’ reflections  5. Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal  6. Understanding the challenges entailed in decolonising a Higher Education institution: an organisational case study of a research-intensive South African university  7. ‘Pillars of the colonial institution are like a knowledge prison’: the significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education  8. Epistemic decolonisation in reconstituting higher education pedagogy in South Africa: the student perspective  9. Disrupting curricula and pedagogies in Latin American universities: six criteria for decolonising the university  10. Indigenizing Engineering education in Canada: critically considered  11. Holding space for an Aboriginal approach towards Curriculum Reconciliation in an Australian university  12. A Calle decolonial hack: Afro-Latin theorizing of Philadelphia’s spaces of learning and resistance  13. Distilling pedagogies of critical water studies  14. Decolonising while white: confronting race in a South African classroom  15. Navigating student resistance towards decolonizing curriculum and pedagogy (DCP): a temporal proposal  16. Four ‘moments’ of intercultural encountering

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Editor(s)

Biography

Aneta Hayes is Senior Lecturer in Education at Keele University, UK and Executive Editor for Teaching in Higher Education. Her research interests include critical studies of internationalisation (including decolonisation), teaching excellence and global education developments, including glocalised perspectives.

Kathy Luckett is Emeritus Professor in the Centre for Higher Education Development at the University of Cape Town and Executive Editor for Teaching in Higher Education. Her research interests include the sociology of knowledge and curriculum studies in the Humanities, focusing on Africana, decolonial and postcolonial studies; and access, equity and multilingualism in higher education.

Greg William Misiaszek is Associate Professor at Beijing Normal University’s (BNU) Faculty of Education and an Associate Director of the Paulo Freire Institute, UCLA. His work focuses on critical, Freirean environmental pedagogies (e.g., ecopedagogy) through theories of globalizations, citizenships, decoloniality, race, gender, Southern/Indigenous issues, linguistics, and postdigitalism, among other critical lenses.