“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts

Shahjahan, Riyad A.; Estera, Annabelle; Surla, Kristen L.; Edwards, Kirsten T.

doi:10.3102/00346543211042423

Cited by 139 publications

(75 citation statements)

References 90 publications

(193 reference statements)

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“…Additionally, we need to decolonize STEM through our teaching ( Dessent et al. , 2021 ; Shahjahan et al. , 2021 ) and research practices ( Smith, 2013 ; Anthony-Stevens and Matsaw, 2019 ), such as through “culturally responsive science teaching,” as mentioned earlier ( Barron et al.…”

Section: Discussionmentioning

confidence: 99%

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

Chakraverty

2022

LSE

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Section: Discussionmentioning

confidence: 99%

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

Chakraverty

2022

LSE

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“…Commenting on the lack of decolonisation discussion in STEM fields, Shahjahan et al ask "What is the nature of some disciplines that afford decolonization praxis?" (Shahjahan et al, 2021). Perhaps a scalable, reproducible and data led response such as ours might respond to something in the nature of STEM fields.…”

Section: Discussionmentioning

confidence: 97%

A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health

et al. 2022

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There is increasing interest within Higher Education Institutions (HEIs) to examine curricula for legacies of colonialism or empire that might result in a preponderance of references to research from the global north. Prior attempts to study reading lists for author geographies have employed resource-intensive audit and data collection methods based on manual searching and tagging individual reading list items by characteristics such as author country or place of publication. However, these manual methods are impractical for large reading lists with hundreds of citations that change over instances the course is taught. Laborious manual methods may explain why there is a lack of quantitative evidence to inform this debate and the understanding of geographic distribution of curricula. We describe a novel computational method applied to 568 articles, representing 3166 authors from the Imperial College London Masters in Public Health programme over two time periods (2017–18 and 2019–20). Described with summary statistics, we found a marginal shift away from global north-affiliated authors on the reading lists of one Masters course over two time periods and contextualise the role and limitations of the use of quantitative data in the decolonisation discourse. The method provides opportunities for educators to examine the distribution of course readings at pace and over time, serving as a useful point of departure to engage in decolonisation debates.

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“…Although ideas about decolonising education are often applied to the curriculum, especially in higher education in different contexts (e.g. Shahjahan et al, 2021), it is argued they have a wider resonance to how we conceive of development and of policy (Tikly, 2020). In relation to an area such as teacher professionalism, the idea of decolonising is taken to have the following implications.…”

Section: What Does It Mean To Decolonise Teacher Professionalism?mentioning

confidence: 99%

Decolonising Teacher Professionalism: Foregrounding the Perspectives of Teachers in the Global South

Tikly¹,

Barrett²,

Batra³

et al. 2022

Preprint

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The paper aims to provide a decolonial critique of dominant global agendas concerning teacher professionalism and to propose new understanding based on the perceptions of a sample of teachers based in Colombia, Ethiopia, India, Rwanda and Tanzania. The paper commences by setting out dominant conceptions of teacher professionalism as they appear in the global literature. The paper then uses Ndlovu-Gatsheni’s (2013) three dimensions of coloniality, namely, the coloniality of power, of knowledge and of being, as a framework for considering the colonial legacy on teacher professionalism and setting out the teachers’ ideas concerning the barriers and affordances to their professionalism. This provides a basis for outlining the teachers’ perspectives on how teacher professionalism may be conceptualised, which is discussed in relation to global conceptions. The main arguments advanced in the paper are that a decolonial lens is helpful for contextualising the perspectives of teachers in the global South; the lived experiences and material conditions of these teachers are often neglected in dominant discourses; it is important to situate the perspectives of teachers in an understanding of local contexts and realities; and, that in contrast to deficit discourses that predominate in the global literature, there is much that can be learned about teacher professionalism from teachers in the global South.

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“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts

Cited by 139 publications

References 90 publications

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM

A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health

Decolonising Teacher Professionalism: Foregrounding the Perspectives of Teachers in the Global South

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