Towards ‘Decolonizing’ Curriculum and Pedagogy (DCP) across Disciplines and Global Higher Education Contexts: A Critical Synthesis

Join for a presentation and conversation regarding “decolonizing” curriculum and pedagogy, based on a recently published article by Riyad Shahjahan, Annabelle Estera, Kristen Surla, and Kirsten T. Edwards in the Review of Educational Research.

Study Overview:

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles/book chapters published in English and centering a geopolitics of knowledge frame (Mignolo, 2003, 2011), we present three themes: a) decolonizing meaning/s b) actualizing decolonization, and c) challenges. We observed three major meanings of decolonization and four ways to actualize DCP that were driven by geographical, disciplinary, institutional and/or stakeholder contexts. We argue that, while there are similarities within the literature, ultimately the meanings, actualizations and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for educational research on DCP, revealing the possibility for a field or discipline of decolonial studies.

Further reading: “Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts, in Review of Educational Research.

Zoom Link: https://msu.zoom.us/j/99936668885

Passcode: OISE