Navigating Student Resistance towards Decolonizing Curriculum and Pedagogy (DCP): A Temporal Proposal

Autor/inn/en	Edwards, Kirsten T.; Shahjahan, Riyad A.
Titel	Navigating Student Resistance towards Decolonizing Curriculum and Pedagogy (DCP): A Temporal Proposal
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.1122-1129 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shahjahan, Riyad A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1928063
Schlagwörter	Educational Change; Foreign Policy; Curriculum Development; Teaching Methods; Student Attitudes; Futures (of Society); Educational History; Indigenous Knowledge; American Indians; Western Civilization; Time on Task; Higher Education + Suchen Sie Ihr Suchwort? Bildungsreform; Außenpolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Future; Society; Zukunft; History of education; Bildungsgeschichte; American Indian; Indianer; Zeitaufwand; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students' temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students' lives, and past/future aspirations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01