Decolonising Globalised Curriculum Landscapes: The Identity and Agency of Academics

Autor/inn/en	Reyes, Vicente, Jr.; Clancy, Sharon; Koge, Henry; Richardson, Kevin; Taylor, Phil
Titel	Decolonising Globalised Curriculum Landscapes: The Identity and Agency of Academics
Quelle	In: London Review of Education, 19 (2021) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Vicente, Jr.) ORCID (Clancy, Sharon) ORCID (Koge, Henry) ORCID (Richardson, Kevin) ORCID (Taylor, Phil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
DOI	10.14324/LRE.19.1.26
Schlagwörter	College Faculty; Higher Education; Barriers; Neoliberalism; Global Approach; Educational Change; Ethnography; Teacher Attitudes; Teaching Experience; Professional Identity; Curriculum; Foreign Policy; Diversity; Cultural Pluralism; Foreign Countries; Commercialization; Well Being; Teacher Student Relationship; Student Attitudes; Student Empowerment; Administrator Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Globales Denken; Bildungsreform; Ethnografie; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Außenpolitik; Kulturpluralismus; Ausland; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Studienberechtigung; Großbritannien
Abstract	This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape. Two key questions are explored: What are the contours of the shifting boundaries which define the 'global curriculum' in HEI contexts? How do academics navigate and make sense of this fluidity in an uncertain and disputed landscape? Using reflections on practice emanating from the redesign of educational courses to respond to a rapidly changing student cohort, this inquiry takes an auto-ethnographic approach, offering the perspectives of five academic staff from a UK-based HEI through the lens of their lived experiences, and acknowledging the emerging shifts in identities that they experience and the need to confront tensions in this curriculum space. We conclude that our own scrutiny of, and critical reflections on, our identity and positionality as teachers and education practitioners represent a form of decoloniality, enabling us to find ways to share what we know without excluding knowledge outside it and to welcome contributions and possibilities beyond our own experiences. In terms of how we should act, we recognise that it must be through a dialectic that does not seek cultural supremacy or sovereignty. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. 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