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Decolonizing African Studies Pedagogies: Knowledge Production, Epistemic Imperialism and Black Agency (Political Pedagogies)
by Nathan Andrews Nene Ernest KhalemaDespite the long history of decolonization as a ‘third world’ political project, decolonization as an intellectual project has gained tremendous momentum in recent times, signalled by movements such as #RhodesMustFall, #BlackInTheIvory, and Why Is My Curricula So White among others. These movements situate the coloniality of power within ongoing practices in academia and seek to disrupt systemic racism and oppressive structures of knowledge production and dissemination. Assembling critical perspectives of scholars engaged in African Studies and other cognate disciplines on the continent and in the diaspora, the book elucidates and fuses ideas together to produce nuanced pedagogical advances in the service of students, academics, and educators. It contributes ideas on how to navigate systems, curricula, and academic contexts that have perpetuated a colonial toxicity that undermines Black agency and epistemic justice. This book will be of interest to students, researchers, educational leaders and policy makers across diverse disciplines interested in championing a decolonial praxis in academic spaces and universities.
Decolonizing Education for Sustainable Futures
by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon TiklyBringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold. The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.
Decolonizing Educational Assessment: Ontario Elementary Students and the EQAO
by Ardavan EizadiradThis book examines the history of standardized testing in Ontario leading to the current context and its impact on racialized identities, particularly on Grade 3 students, parents, and educators. Using a theoretical argument supplemented with statistical trends, the author illuminates how EQAO tests are culturally and racially biased and promote a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. This book spurs readers to further question the use of EQAO standardized testing and challenges us to consider alternative models which serve the needs of all students.
Decolonizing Educational Knowledge: International Perspectives and Contestations
by Ann E. Lopez Herveen SinghThis volume explores theories and practices of decolonizing education, drawing on international perspectives from scholars across the globe to engage new knowledges and build solidarities across different spaces. Decolonization is an ongoing process in which educators, community members, and practitioners alike have a stake in challenging Eurocentric paradigms and ways of knowing. The book showcases the contributions of praxis-oriented scholars and practitioners who seek to engage in decolonizing praxis that unsettles educational norms, forging new ways of thinking about teaching, learning, and leadership.
Decolonizing Educational Leadership: Exploring Alternative Approaches to Leading Schools
by Ann E. LopezThis book offers new ways of engagement for leaders seeking to connect theory to practice in decolonizing education. In the current climate where xenophobia, anti-immigrant sentiments, and other forms of exclusion make up much of the discourse, educational leaders need to seek ways to foreground other forms of knowledge and transfer them into their daily leadership practices. Lopez contributes to other critical leadership approaches while foregrounding a decolonizing approach that unsettles the coloniality manifested in education and school practices. Chapters provide school leaders with examples of ways they can challenge coloniality, white supremacy, and other forms of oppression in schooling that negatively impact some students and their educational outcomes.
Decolonizing Educational Research: From Ownership to Answerability (Series in Critical Narrative)
by Leigh PatelDecolonizing Educational Research examines the ways through which coloniality manifests in contexts of knowledge and meaning making, specifically within educational research and formal schooling. Purposefully situated beyond popular deconstructionist theory and anthropocentric perspectives, the book investigates the longstanding traditions of oppression, racism, and white supremacy that are systemically reseated and reinforced by learning and social interaction. <P><P>Through these meaningful explorations into the unfixed and often interrupted narratives of culture, history, place, and identity, a bold, timely, and hopeful vision emerges to conceive of how research in secondary and higher education institutions might break free of colonial genealogies and their widespread complicities.
Decolonizing Employment: Aboriginal Inclusion in Canada's Labour Market
by Shauna MackinnonIndigenous North Americans continue to be overrepresented among those who are poor, unemployed, and with low levels of education. This has long been an issue of concern for Indigenous people and their allies and is now drawing the attention of government, business leaders, and others who know that this fast-growing population is a critical source of future labour. Shauna MacKinnon’s Decolonizing Employment: Aboriginal Inclusion in Canada’s Labour Market is a case study with lessons applicable to communities throughout North America. Her examination of Aboriginal labour market participation outlines the deeply damaging, intergenerational effects of colonial policies and describes how a neoliberal political economy serves to further exclude Indigenous North Americans. MacKinnon’s work demonstrates that a fundamental shift in policy is required. Long-term financial support for comprehensive, holistic education and training programs that integrate cultural reclamation and small supportive learning environments is needed if we are to improve social and economic outcomes and support the spiritual and emotional healing that Aboriginal learners tell us is of primary importance.
Decolonizing Foreign Language Education: The Misteaching of English and Other Colonial Languages (Series in Critical Narrative)
by Donaldo MacedoDecolonizing Foreign Language Education interrogates current foreign language and second language education approaches that prioritize white, western thought. Edited by acclaimed critical theorist and linguist Donaldo Macedo, this volume includes cutting-edge work by a select group of critical language scholars working to rigorously challenge the marginalization of foreign language education and the displacement of indigenous and non-standard language varieties through the reification of colonial languages. Each chapter confronts the hold of colonialism and imperialism that inform and shape the relationship between foreign language education and literary studies by asserting that a critical approach to applied linguistics is just as important a tool for FL/ESL/EFL educators as literature or linguistic theory.
Decolonizing Literacies: Disrupting, Reclaiming, and Remembering Relationship in Literacy Education (Routledge Research in Decolonizing Education)
by Towani Duchscher Kimberly LentersThis volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings. It begins by confronting the multiple ways that settler colonialism has used literacy and definitions of literacy as a gatekeeper to participation in society. In response to settler colonialism’s violent acts of extraction, displacement, and replacement enacted upon the land, the resources, the people, and understandings of literacy, the editors propose a unique approach to decolonizing understandings of literacy through a triangulation of disruption, reclamation, and remembering relationships. This is enacted and explored through a range of diverse chapter contributions, written in the form of stories, poems, artworks, theatres, and essays, allowing the authentic voices of the authors to shine through, and opening up the English Language Arts as a space for engagement and interpretation with diverse, racialized understandings of literacy. Disrupting Eurocentric, colonized understandings that narrowly define literacy as reading and writing the colonial word, and advancing the movement to decolonize education, it will be of key interest to scholars, researchers, and educators with interest in literacy education, decolonizing education, anti-racist education, inclusive education, land-based literacy, and arts-based literacy.
Decolonizing Middle Level Literacy Instruction: A Culturally Proactive Approach to Literacy Methods
by Michael Domínguez Robyn SeglemThis text offers pre-service and in-service teachers pragmatic strategies for teaching middle-grades literacy in culturally proactive and sustaining ways. By demystifying big ideas and complex concepts, Domínguez and Seglem provide clear pathways and lessons for illuminating and engaging with race, ethnicity, culture, and identity in the middle-grade English Language Arts classroom. While addressing social justice, equity, diversity, and liberation can seem intimidating or unrelated to classroom practice, the authors demonstrate how weaving such questions into instruction benefits students’ development. The guidance, strategies, and lessons in this book provide an answer to the question: What does decolonial literacy teaching look like? Concrete but not prescriptive, the authors encourage us to reconsider accepted logics of schooling, so that we can better support adolescents as they navigate complex identity landscapes. Bringing together disparate conversations around reading, writing, identity, and decolonial thinking, and specifically tailored to the middle grades, this book serves as a comprehensive toolkit for praxis and covers such topics as cultural change, community connections, and racial literacy. Each chapter features tips on reading and writing instruction, Teacher Spotlights, Planning Questions, and Additional Resources to make it easy for educators to apply the strategies to their own contexts. An accessible entry to addressing challenging questions around identity in the classroom, this book is essential reading in courses and professional development on ELA and literacy methods as well as teaching culturally and linguistically diverse students. For teachers looking to push toward equity and reshape literacy education so that it serves all middle-grade students, Domínguez and Seglem offer plenty of accessible and motivating places to start.
Decolonizing Place in Early Childhood Education (Indigenous and Decolonizing Studies in Education)
by Fikile NxumaloThis book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.
Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy
by Iris D. Ruiz Raúl SánchezThis book brings together Latinx scholars in Rhetoric and Composition to discuss keywords that have been misused or appropriated by forces working against the interests of minority students. For example, in educational and political forums, rhetorics of identity and civil rights have been used to justify ideas and policies that reaffirm the myth of a normative US culture that is white, Eurocentric, and monolinguistically English. Such attempts amount to a project of neo-colonization, if we understand colonization to mean not only the taking of land but also the taking of culture, of which language is a crucial part. The editors introduce the concept of epistemic delinking and argue for its use in conceptualizing a kind of rhetorical and discursive decolonization, and contributors offer examples of this decolonization in action through detailed work on specific terms. Specifically, they draw on their training in rhetoric and on their own experiences as people of color to help reset the field's agenda. They also theorize new keywords to shed light on the great varieties of Latinx writing, rhetoric, and literacies that continue to emerge and circulate in the culture at large, in the hope that the field will feel more urgently the need to recognize, theorize, and teach the intersections of writing, pedagogy, and politics.
Decolonizing Study Abroad through the Identities of Latinx Students: A Manifesto to Reclaim Identities and Heritage (Routledge Research in Decolonizing Education)
by G. Sue Kasun Beth Marks Julián JefferiesThis book counters the common understanding of study abroad in Latin America as a White and middle-class colonizer practice and re-imagines it to fit the needs of Latinx immigrant/transnational higher education students. The book centers Latinx youth inhabiting familial heritage spaces as a pathway toward a deeper understanding of themselves as racialized and colonized individuals, reframing study abroad for Latinx youth as a way for them to reclaim, negotiate, and strengthen their own immigrant/Latino/a/Chicano/a and other identities. The text is undergirded by a theoretical argument based on decolonial methods in education and Critical Race Theory and draws on counter-stories, rich descriptive interviews, and participant observations across 26 years of combined experience leading educational trips to Latin America. The authors analyse, reflect, and critique the field of study abroad to advocate for the rethinking of recruitment strategies, pedagogical experiences, language practices, and community partnerships that include Latino/a, Chicano/a, and Latin American immigrant youth and their families from the beginning. They present a new conceptualization of Latinx immigrant students studying abroad as engaging opportunities for reclaiming heritage, culture, histories, and language, for exploring a sense of identity and obligation to Latin communities, and for healing from the effects on Whiteness and ethnocentrism in ways online possible outside the continental United States. As such, the book shifts the gaze of the entire field toward new diversities showcasing examples of how educational trips abroad can be re-envisioned to suit the needs of ethnically minoritized students in the United States. This volume will appeal to scholars, researchers, educators, and education officers working across higher education and international education, looking for contemporary, global. and forward-thinking decolonial methodologies.
Decolonizing the History Curriculum in Malaysia and Singapore (Routledge Studies in Educational History and Development in Asia)
by Kevin Blackburn ZongLun WuDecolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries – Malaysia and Singapore. Blackburn and Wu’s book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually ‘decolonized’ to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was ‘decolonized’ into a national curriculum that was translated for the Chinese, Malay, and Tamil schools of Malaysia and Singapore. By analyzing the causes and consequences of the dramatic changes made to the teaching of history in the schools of Malaya and Singapore as Britain ended her empire in Southeast Asia, Blackburn and Wu offer fascinating insights into educational reform, the effects of decolonization on curricula, and the history of Malaysian and Singaporean education.
Decolonizing the Internationalization of Higher Education in the Global South: Applying Principles of Critical Applied Linguistics to Processes of Internationalization (Routledge Research in Decolonizing Education)
by Kleber Aparecido da Silva Lauro Sérgio Machado PereiraThis book reconceives the internationalization of higher education from the perspective of Global South researchers, empowering and giving visibility to this discourse. Challenging the first assumptions of internationalization of higher education (IHE) as something overwhelmingly positive due to the way it directly impacts the university activities and their world rankings, it instead takes a critical perspective, acknowledging that this process is associated with a neoliberal and colonial orientation that focuses on the maintenance of historically sustained hierarchy, oppressive relations that stimulate the production of knowledge, and education as a commodity and not as a factor of social transformation. As such, it challenges recent trends toward an increase in internationalization strategies within higher education that privilege Global North outgoing mobilities and research collaborations to sustain the position of the educational institutions in the international rankings. From this locus, IHE is seen not only to evolve in the fields of teaching, research, and service of an educational institution but also to boost the world’s social development. The book thus illustrates how IHE should be guided by Critical Applied Linguistics (CAL) and Global South’s principles: applied linguistics, praxis, critical thinking, micro and macro relations, critical social inquiry, critical theory, problematizing givens, self-reflexivity, preferred futures, and heterosis. Comprising chapters that discuss academic, political, and administrative issues arising specifically from the internationalization process of Global South higher education institutions, as well as themes such as critical language education and language policies, it will appeal to faculty, researchers, and scholars with interests in higher education, international and comparative education, and the decolonization of education.
Decolonizing the South African University: Towards Curriculum as Self Authentication (Curriculum Studies Worldwide)
by Oscar Koopman Karen J. KoopmanThis book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.
Decolonizing the Spirit in Education and Beyond: Resistance and Solidarity (Spirituality, Religion, and Education)
by Njoki Nathani Wane Miglena S. Todorova Kimberly L. ToddThis multidisciplinary collection probes ways in which emerging and established scholars perceive and theorize decolonization and resistance in their own fields of work, from education to political and social studies, to psychology, medicine, and beyond. In this time of renewed global spiritual awakening, indigenous communities are revisiting ways of knowing and evoking theories of resistance informed by communal theories of solidarity. Using an intersectional lens, chapter authors present or imagine modes of solidarity, resistance, and political action that subvert colonial and neocolonial formations. Placing emphasis on the importance of theorizing the spirit, a discourse that is deeply embedded in our unique cultures and ancestries, this book is able to capture and better understand these moments and processes of spiritual emergence/re-emergence.
Decolonizing Therapy: Oppression, Historical Trauma, and Politicizing Your Practice
by Jennifer MullanA call to action for therapists to politicize their practice through an emotional decolonial lens. An essential work that centers colonial and historical trauma in a framework for healing, Decolonizing Therapy illuminates that all therapy is—and always has been— inherently political. To better understand the mental health oppression and institutional violence that exists today, we must become familiar with the root of disembodiment from our histories, homelands, and healing practices. Only then will readers see how colonial, historical, and intergenerational legacies have always played a role in the treatment of mental health. This book is the emotional companion and guide to decolonization. It is an invitation for Eurocentrically trained clinicians to acknowledge privileged and oppressed parts while relearning what we thought we knew. Ignoring collective global trauma makes delivering effective therapy impossible; not knowing how to interrogate privilege (as a therapist, client, or both) makes healing elusive; and shying away from understanding how we as professionals may be participating in oppression is irresponsible.
Decolonizing Transcultural Teacher Education through Participatory Action Research: Dialogue, Culture, and Identity (Routledge Research in Decolonizing Education)
by Jean Kirshner George KamberelisThis volume describes a Participatory Action Research (PAR) project involving educators from Belize and the U.S. to illustrate the critical role of shared dialogue in transnational teacher education. First identifying issues which inhibited the success of formerly didactic training delivered to Belizean teachers by U.S. educators, this volume documents the transformational impact of a shift to collaborative training approaches and uses first-person accounts from Belizean and U.S. stakeholders to illustrate their successes. Chapters powerfully illustrate that by engaging in Freirean-like dialogue and building relationships based on a mutual understanding of the cultural and historical context, as well as the identity of educators involved, partners are better able to engage in effective transnational pedagogical collaboration. Particular attention is paid to the importance of acknowledging the post-colonial setting and unique positionality of teachers in Belize. This text will benefit researchers, academics, and educators with an interest in action research and teacher research, multicultural education, and continued professional development in particular. Those interested in teacher training, education research, and international and comparative education will also benefit from this book.
The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism (Contesting Early Childhood)
by Michel Vandenbroeck Joanne Lehrer Linda MitchellThe Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.
Decomposition
by Andrew DurkinDecomposition is a bracing, revisionary, and provocative inquiry into music--from Beethoven to Duke Ellington, from Conlon Nancarrow to Evelyn Glennie--as a personal and cultural experience: how it is composed, how it is idiosyncratically perceived by critics and reviewers, and why we listen to it the way we do. Andrew Durkin, best known as the leader of the West Coast-based Industrial Jazz Group, is singular for his insistence on asking tough questions about the complexity of our presumptions about music and about listening, especially in the digital age. In this winning and lucid study he explodes the age-old concept of musical composition as the work of individual genius, arguing instead that in both its composition and reception music is fundamentally a collaborative enterprise that comes into being only through mediation. Drawing on a rich variety of examples--Big Jay McNeely's "Deacon's Hop," Biz Markie's "Alone Again," George Antheil's Ballet Mécanique, Frank Zappa's "While You Were Art," and Pauline Oliveros's "Tuning Meditation," to name only a few--Durkin makes clear that our appreciation of any piece of music is always informed by neuroscientific, psychological, technological, and cultural factors. How we listen to music, he maintains, might have as much power to change it as music might have to change how we listen.From the Hardcover edition.
Deconstructing Digital Natives: Young People, Technology, and the New Literacies
by Michael ThomasThere have been many attempts to define the generation of students who emerged with the Web and new digital technologies in the early 1990s. The term "digital native" refers to the generation born after 1980, which has grown up in a world where digital technologies and the internet are a normal part of everyday life. Young people belonging to this generation are therefore supposed to be "native" to the digital lifestyle, always connected to the internet and comfortable with a range of cutting-edge technologies. Deconstructing Digital Natives offers the most balanced, research-based view of this group to date. Existing studies of digital natives lack application to specific disciplines or conditions, ignoring the differences of educational fields and gender. How, and how much, are learners changing in the digital age? How can a more pluralistic understanding of these learners be developed? Contributors to this volume produce an international overview of developments in digital literacy among today’s young learners, offering innovative ways to steer a productive path between traditional narratives that offer only complete acceptance or total dismissal of digital natives.
Deconstructing Doctoral Discourses: Stories and Strategies for Success (Palgrave Studies in Education Research Methods)
by Deborah L. Mulligan Naomi Ryan Patrick Alan DanaherThis book identifies and challenges assumptions about the doctorate and the discourses associated with it. The editors and contributors subvert and transform the de facto assumptions that frame the ways in which 'the doctorate' is spoken and written, and thus underpin approaches to planning, conducting and evaluating doctoral research. Giving voice to doctoral students and supervisors, the book opens a pathway for their own stories: why students entered doctoral study, the understandings and experiences they gleaned from it, and the implications for their own character. The book questions what kinds of discourses help to construct contemporary doctoral research, and how these might be de- and reconstructed, and asks what doctoral study might look like in the future. Academics, students and practitioners alike will find an avenue into rigorous research design from reflective and insightful scholars who provide a voice for doctoral strategies for success.
Deconstructing Educational Leadership: Derrida and Lyotard (Critical Studies in Educational Leadership, Management and Administration)
by Richard NiescheJacques Derrida and Jean-François Lyotard constitute two of the most notable figures of poststructuralist thought and philosophy of the postmodern period. Both worked to reveal instabilities and uncertainty, and to destabilise assumptions and self-evident traditions for the purposes of reflection, creativity and innovative thinking. This significant volume explores the key concepts central to the work of Derrida and Lyotard in relation to educational leadership, and reveals how these ideas challenge existing structures, hierarchies and models of thought. Derrida’s notions of difference and deconstruction, and Lyotard’s concepts of language games, performativity and the differend, are specifically used to inform provocative and insightful critiques of the positivist assumptions and knowledge construction in the field of educational leadership. The book provides concrete examples of the application of theories to policy, literature and empirical data, and identifies ideas which continue to impact contemporary practices of educational leadership and management. Included in the book: - why bring Derrida and Lyotard to ELMA?- a Lyotardian politics of the standards movement in educational leadership- managing performance- witnessing deconstructions of the leader-follower binary in ELMA- limitations and critiques of Derrida and Lyotard. This important volume in the series will be of value to all those working and researching in the field of Educational Leadership, Management and Administration.
Deconstructing Equivalent Rule LSAT Questions
by Manhattan LsatThe LSAT is a funny beast. On the one hand it stays very consistent â " itâ TMs still paper and pencil, still given simply four times per year, and still requires a number two pencil. But, on the other hand, it keeps throwing us small curve balls, small changes in what it asks of us.In the last few years, the LSAT has introduced a difficult new question type to Logic Games. Equivalent Rule questions pose a new challenge, and this whitepaper methodically picks them apart, showing that if you are armed with the right approach, these questions are much more bark than bite.