A Transformative Pedagogy for a Decolonial World

Autor/inn/en	Fujino, Diane C.; Gomez, Jonathan D.; Lezra, Esther; Lipsitz, George; Mitchell, Jordan; Fonseca, James
Titel	A Transformative Pedagogy for a Decolonial World
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 40 (2018) 2, S.69-95 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2018.1442080
Schlagwörter	Transformative Learning; College Students; Interdisciplinary Approach; Intergenerational Programs; Communities of Practice; Problem Based Learning; Active Learning; Student Projects; Problem Solving; Cooperative Learning; Epistemology; Critical Theory; Black Studies; Hispanic Americans; Educational Change; Resistance to Change; Neoliberalism; California (Santa Barbara); Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Collegestudent; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Community; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Problemlösen; Kooperatives Lernen; Erkenntnistheorie; Kritische Theorie; Hispanic; Hispanoamerikaner; Bildungsreform; Neo-liberalism; Neoliberalismus
Abstract	The Transformative Pedagogy Project (TPP) at the University of California, Santa Barbara (UCSB), is an interdisciplinary and intergenerational learning community seeking to develop ways of knowing and ways of being that do not only augment individual and collective understanding of social structures and social relations, but also transform them through collective analysis and action. The TPP is a decolonial practice of being within the university and in communities beyond the classroom. It transgresses boundaries that the university as an institution often unwittingly places between students and the aggrieved communities from which they come. The TPP encourages problem-based and project-based learning, where one of the problems to be studied is the question of what constitutes knowledge itself and the aims and interests of the institution that claims to be its gatekeeper. The objects of knowledge and the issues on which the authors focus--even the process of identifying what we consider important to know--emerge from a place of lived vulnerability and hence require a sense of mutual trust and listening. The articulation of a problem, challenge, or question is often even more valuable than the subsequent analysis because we seek to generate a conversation among active and aware interlocutors. The authors aim to advance a process of collective, collaborative co-creation that enables the disruption of the normative ways of acquiring knowledge in academia that dictate what the "right" questions are or which are the "right" ways of answering them. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01