Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy

Autor/inn/en	Arday, Jason; Zoe Belluigi, Dina; Thomas, Dave
Titel	Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy
Quelle	In: Educational Philosophy and Theory, 53 (2021) 3, S.298-313 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arday, Jason) ORCID (Zoe Belluigi, Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1773257
Schlagwörter	Inclusion; Teaching Methods; Racial Bias; Cultural Pluralism; Whites; Power Structure; Minority Group Students; Foreign Policy; Educational Change; Educational Attainment; Critical Theory; Race; Student Attitudes; Disadvantaged; Curriculum Development; Racial Discrimination; Equal Education; History; College Students; College Faculty; Teacher Attitudes; Foreign Countries; Blacks; Ethnic Groups; United Kingdom + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Kulturpluralismus; White; Weißer; Außenpolitik; Bildungsreform; Bildungsabschluss; Bildungsgut; Kritische Theorie; Rasse; Abstammung; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Racial bias; Geschichte; Geschichtsdarstellung; Collegestudent; Fakultät; Lehrerverhalten; Ausland; Black person; Schwarzer; Ethnie; Großbritannien
Abstract	Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01