Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study

Spiegel, Samuel J.; Gray, Hazel; Bompani, Barbara; Bardosh, Kevin; Smith, James

doi:10.1080/01436597.2016.1256767

Cited by 25 publications

(21 citation statements)

References 46 publications

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“…They provide an alternative to the ontological division between culture and nature, that has created a power geometry in which nature is not understood as a social agent but as a resource at humanity disposal (Plumwood 2015;Latour 2009Latour , 2004Watson 2011). However, as pointed out by Sundberg (2014) and advanced by C. Thomas (2015) and Spiegel et al (2017), academic and public discourses have given prominence to the mentioned western MTH ontologies, excluding indigenous and other non-western MTH ontologies from public deliberation. This reinforces certain power geometry that generates an epistemic asymmetry.…”

Section: )mentioning

confidence: 99%

Decolonising science to open spaces of epistemic justice. The Usmeka system of thought.

Vargas-Mariño¹

2021

Preprint

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The ontological turn in humanities and social sciences showed that science was far from being neutral because it is embedded in power structures that determine what is accepted as “truth” excluding non-Western relational ontologies as scientific, or non-objective. There are many responses to scientific enquiry and its role in modern structures of power. They range from anti-scientific to scientific fundamentalisms, and from post-structural relational and more-than-human ontologies to institutional attempts to use science to validate indigenous knowledges. However, descriptions and analysis of how subaltern grassroots communities in the Global South are decolonising science while opening epistemic emancipatory spaces where they dialogue with the state are scarce. This paper contributes to the political and academic debate about how colonial subjects are subverting and challenging scientific enquiry, along with other modern tools of epistemic control. Based on ethnographic research, this paper describes the case of Usme community, who created a decolonial understanding of science. They use scientific knowledge as a mid-level language that allows Usmekas to reconnect semantically, materially, and spiritually with nature. This reinterpretation of science aims to deconstruct the dichotomy human/nature while at the same time mobilises epistemological emancipation demands into modern institutions such as the state.

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Section: )mentioning

confidence: 99%

Decolonising science to open spaces of epistemic justice. The Usmeka system of thought.

Vargas-Mariño¹

2021

Preprint

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“…Moreover, as this next student points out, the specific needs of the students on the two international development programmes are also important. As explained in section 3, most of the students on the programmes were based outside the UK and face specific challenges and requirements around technological access, accessibility of data, and available time (Spiegel et al 2017). As this student explains, these needs and positionalities are more likely to be catered to if teaching materials are purposely created:…”

Section: Valuing Intentionality Created Video Resourcesmentioning

confidence: 99%

Lecture Capture in Online Learning: A Community of Inquiry Perspective

Wood¹,

Symons²,

Falisse³

et al. 2020

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This paper presents findings from a study into the value of lecture captures foronline distance learning courses. Although recording on-campus lectures for on-campus students is increasingly common, there has been little scrutiny of the roleof lecture capture in online courses. We address this gap by exploring onlinedistance learning students’ perceptions of two types of recorded media; video-to-camera lectures and lecture captures through the lens of the Community ofInquiry (COI) Framework. The study concluded that lecture captures do notcontribute to the creation of a COI as they do not substantially increase cognitive,social or teaching presence. However, students were enthusiastic about lecturecaptures due to the naturalistic lecturing style and the opportunity to learnvicariously. We suggest that these findings should prompt greater considerationof the role of vicarious learning in online education and the tendency to perceivecampus-based education as being more ‘authentic’.

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“…For instance, Langdon (2013) discusses decolonizing pedagogies that involves students critically engaging with both the material and discursive aspects of development themselves while decentering the educator. Spiegel et al (2017) present attempts to implement decolonized development education in their online courses, showing the challenges and unsettling that needs to occur among students. They point to heeding inequities in admissions and language barriers in higher education.…”

Section: Decolonizing Development Pedagogies -Critical Pedagogies Of mentioning

confidence: 99%

Decolonizing Development Education and the Pursuit of Social Justice

Sultana¹

2019

Human Geography

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Decolonization has become a popular discourse in academia recently and there are many debates on what it could mean within various disciplines as well as more broadly across academia itself. The field of international development has seen sustained gestures towards decolonization for several years in theory and practice, but hegemonic notions of development continue to dominate. Development is a contested set of ideas and practices that are under critique in and outside of academia, yet the reproduction of colonial power structures and Eurocentric logics continues whereby the realities of the global majority are determined by few powerful institutions and a global elite. To decolonize development's material and discursive powers, scholars have argued for decolonizing development education towards one that is ideologically and epistemologically different from dominant narratives of development. I add to these conversations and posit that decolonized ideologies and epistemologies have to be accompanied by decolonized pedagogies and considerations of decolonization of institutions of higher education. I discuss the institutional and critical pedagogical dilemmas and challenges that exist, since epistemological, methodological, and pedagogical decolonizations are influenced by institutional politics of higher education that are simultaneously local and global. The paper engages with the concept of critical hope in the pursuit of social justice to explore possibilities of decolonizing development praxis and offers suggestions on possible pathways forward.

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Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study

Cited by 25 publications

References 46 publications

Decolonising science to open spaces of epistemic justice. The Usmeka system of thought.

Decolonising science to open spaces of epistemic justice. The Usmeka system of thought.

Lecture Capture in Online Learning: A Community of Inquiry Perspective

Decolonizing Development Education and the Pursuit of Social Justice

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