'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

Autor/inn/en	Leenen-Young, Marcia; Naepi, Sereana; Thomsen, Patrick Saulmatino; Fa'avae, David Taufui Mikato; Keil, Moeata; Matapo, Jacoba
Titel	'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
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.986-1001 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leenen-Young, Marcia) ORCID (Naepi, Sereana) ORCID (Thomsen, Patrick Saulmatino) ORCID (Fa'avae, David Taufui Mikato) ORCID (Keil, Moeata) ORCID (Matapo, Jacoba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1928062
Schlagwörter	Foreign Countries; Indigenous Knowledge; Pacific Islanders; Cultural Influences; Student Diversity; Beginning Teachers; College Faculty; Culturally Relevant Education; Higher Education; Racial Bias; Racial Discrimination; Ethnicity; Teaching Methods; Inclusion; Social Bias; Educational Change; Barriers; Foreign Policy; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Cultural influence; Kultureinfluss; Junior teacher; Junglehrer; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial discrimination; Rassismus; Racial bias; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Bildungsreform; Außenpolitik; Neuseeland
Abstract	For Pacific early career academics (PECA) in Aotearoa, there is a tension between the Indigenous knowledges inherited from our Pacific ancestors and those we have been taught within the western education system. As Pacific educators teaching an increasingly Pacific student-body, we have sought to define our own spaces within the lecture theatre where we can prioritize our knowledges and counter standard didactic western pedagogical practices. This paper is a collaboration from six PECA who use as a framework of analysis Andreotti et al.'s [Andreotti, Vanessa de Oliveira, Sharon Stein, Cash Ahenakew, and Hunt. Dallas. 2015. "Mapping Interpretations of Decolonization in the Context of Higher Education." "Decolonization: Indigeneity, Education & Society" 4(1): 21-40.] "Cartography of Decolonization" to discuss their decolonizing pedagogies. It will explore the successes and challenges faced in making this pedagogical shift, including stories from PECA who have struggled due to disciplinary concepts of what constitutes 'knowledge'. It involves critical reflection on pedagogical praxis, asking throughout what can be considered decolonizing and whether it is indeed possible within the system of higher education in Aotearoa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01