Decolonising Pedagogies in Undergraduate Geography: Student Perspectives on a Decolonial Movements Module

Autor/in	Laing, Anna F.
Titel	Decolonising Pedagogies in Undergraduate Geography: Student Perspectives on a Decolonial Movements Module
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laing, Anna F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1815180
Schlagwörter	Undergraduate Students; Geography Instruction; Universities; Foreign Countries; Foreign Policy; Educational Change; Critical Theory; Teaching Methods; Student Attitudes; Economic Development; Diversity (Faculty); College Faculty; Social Justice; Creative Teaching; Instructional Innovation; Barriers; Evaluation Criteria; United Kingdom (England) + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; University; Universität; Ausland; Außenpolitik; Bildungsreform; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Wirtschaftsentwicklung; Fakultät; Soziale Gerechtigkeit; Creative thinking; Teaching; Kreatives Denken; Unterricht; Educational Innovation; Bildungsinnovation
Abstract	Student-led movements have called for the decolonization of the Higher Education (HE) system in the UK, as well as elsewhere. Much of the onus within British geography has been on decolonizing geographical knowledges, recognizing the role of the discipline in the colonial project. This paper expands on these literatures by examining how work on critical pedagogies can deepen the decolonizing agenda within geography. In other words, it is not only "what" we teach that matters, but "how." Using the perspectives of undergraduate geography and international development students at the University of Sussex taking a module entitled "Decolonial Movements", I reflect on how to decolonize the way the subject is taught within the classroom. I make six tentative suggestions: ensuring a diversity of teaching staff, not just reading lists; enabling decolonial pedagogies; encouraging social justice, liberation and decolonization; using creative and innovative teaching tools; decolonizing assessment criteria; and embedding decolonization across the curriculum. To be clear, the aim is not to produce any kind of standardized curriculum but to spark debate over meaningful forms of decolonizing pedagogies in undergraduate geography, as well as to reflect on some of the challenges of implementing a decolonizing praxis within UK universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01