Disrupting Curricula and Pedagogies in Latin American Universities: Six Criteria for Decolonising the University

Autor/in	Guzmán Valenzuela, Carolina
Titel	Disrupting Curricula and Pedagogies in Latin American Universities: Six Criteria for Decolonising the University
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.1019-1037 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzmán Valenzuela, Carolina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1935846
Schlagwörter	Universities; Educational Change; Multicultural Education; Socialization; Foreign Policy; Teaching Methods; Educational Practices; Epistemology; Economic Factors; Cultural Influences; Political Attitudes; Curriculum Development; Foreign Countries; Postcolonialism; American Indians; Indigenous Knowledge; Research Reports; Educational History; Latin America + Suchen Sie Ihr Suchwort? University; Universität; Bildungsreform; Multikulturelle Erziehung; Socialisation; Sozialisation; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Erkenntnistheorie; Ökonomischer Faktor; Cultural influence; Kultureinfluss; Political attitude; Politische Einstellung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Post colonialism; Postkolonialismus; American Indian; Indianer; Research report; Forschungsbericht; History of education; Bildungsgeschichte; Lateinamerika
Abstract	Since the colonial era, Latin American universities have been subjected to narratives about what it means to be a university. Drawing on the concept of coloniality, this paper examines curricular and teaching practices in higher education that aim to decolonise Latin American universities, a particular topic that has been under-investigated. By means of a systematic literature review and a thematic analysis, 40 papers authored by at least one scholar affiliated to a Latin American university were examined. The analysis identified three levels of educational practices (macro, meso and micro) that revolve around the principle of intercultural indigenous education. Further, six essential criteria (cultural, epistemological, relational, ecological, economic, political) in decolonising university education are proposed. The paper concludes by offering insights about decolonising curricula and teaching practices in universities and the ways in which decolonial educational initiatives based on critical border thinking and socialisation of power might transform Latin American universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01