Decolonising Development Practice Pedagogy: Ways Forward and Persistent Challenges in the Synchronous Online Classroom

Autor/in	Van Houweling, Emily
Titel	Decolonising Development Practice Pedagogy: Ways Forward and Persistent Challenges in the Synchronous Online Classroom
Quelle	In: International Journal of Development Education and Global Learning, 13 (2021) 2, S.136-149 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Van Houweling, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-5278
DOI	10.14324/IJDEGL.13.2.06
Schlagwörter	Online Courses; Masters Programs; Teaching Methods; Power Structure; Social Justice; Higher Education; College Faculty; Teacher Role; Diversity; Social Bias; Racial Bias; Cooperation; Communities of Practice; Cultural Awareness; College Environment; Cultural Differences; Culturally Relevant Education; Critical Thinking; Reflection; Technology Uses in Education; Colorado (Denver) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerrolle; Racial discrimination; Rassismus; Co-operation; Kooperation; Community; Cultural identity; Kulturelle Identität; Hochschulumwelt; Kultureller Unterschied; Kritisches Denken; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/international-journal-of-development-education-and-global-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01