Possibilities and complexities of decolonising higher education: critical perspectives on praxis

Hayes, Aneta; Luckett, Kathy; Misiaszek, Greg William

doi:10.1080/13562517.2021.1971384

Cited by 31 publications

(14 citation statements)

References 28 publications

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“…As with those who produce and consume in the material economy, the knowledge economy then and today is highly unequal with ‘celebrity’ researchers and elite institutions writing in English in leading journals (Connell 2019 ). Struggles and debates around the decolonisation of knowledge production, the university and classrooms, curricula and campuses are current and live (Bhambra et al 2018 ) and complex (Hayes et al 2021 ; Morreira et al 2020 ).…”

Section: Mode 1 University: the Elite Ivory Towermentioning

confidence: 99%

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

Matthews

2022

Postdigit Sci Educ

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The modern university has grown from small scale, elite access institution, growing out of the Enlightenment period in Europe in the early nineteenth century. Freedom to pursue knowledge and ‘dare to know’ was a key characteristic of the Enlightenment university, conceptualised here as Mode 1 Elite Ivory Tower University. The twentieth century saw a rapid rise in national government involvement, funding and regulating universities as a way of nation state building. This developed within social contexts of neoliberal knowledge and information economies. Market demand and regulation, seeing teaching and research as products saw huge growth of universities in size and number globally. More citizens accessed and engaged with universities as large institutions, conceptualised here as a Mode 2 Mass Access Factory University. Globalisation, digital technologies and a move away from big organisations and states is seeing an emergence of a Mode 3 Universal Network University which is universal and unbundled in complex technological and social network relationships, often underpinned by a form of capitalism which is developing neoliberal approaches aided by data collection and information networks. These three modes are developed and explored here through a postdigital lens across time (genealogically) and space (residual, dominant and emerging discourses and cultures remaining in and between institutions) as a theoretical framework with which to research and envisage the characteristics, discourse, perceptions and becoming of the current and future university.

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Section: Mode 1 University: the Elite Ivory Towermentioning

confidence: 99%

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

Matthews

2022

Postdigit Sci Educ

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“…Elsewhere, Vasconcelos and Martin (2019) talk about the plurality, the pluriversality, and the plurilogicality of knowledge, which are the concepts that epistemic diversity also espouses. Similarly, Hayes et al (2021) opine about "a pluriverse of cosmologies, epistemologies, ontologies, axiologies, cultures, languages, norms and practices" (p. 888) that subjugated groups have to contend with when dealing with plural societies. These, too, are the concepts with which a post-Eurocentric SoTL aligns itself and to which it subscribes, as it is the type of SoTL meant for the majority African students at South Africa's HEIs, all of which are located in Africa and not in Europe and North America.…”

Section: )mentioning

confidence: 99%

Relocating English Studies and SoTL in the Global South: Towards Decolonizing English and Critiquing the Coloniality of Language

Chaka

Ndlangamandla

2022

JCIE

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South Africa has policies and frameworks for curriculum design, transformation, and quality assurance in each public institution of higher education (HE). These policies influence the scholarship of teaching and learning (SoTL), particularly at the departmental and disciplinary levels of English Studies. Despite the policy narratives and rhetoric, English Studies still carries vestiges of colonialism and apartheid in South Africa. Similarly, in other disciplines, scholars in the Global South have highlighted coloniality, epistemicides, epistemic errors, and epistemic injustices, but not in a dual critique of SoTL and the English language. Hypercritical self-reflexivity by academics should be the norm in SoTL, and this should be linked to language-based curriculum reforms and module content designs. All of these self-reflexive efforts should foreground how the mission to transform and decolonize is entangled with Eurocentric paradigms of English language teaching. This paper characterizes the nexus between SoTL and the coloniality of language within South African higher education. It also discusses and critiques the nature of an English department in a post-apartheid and postcolonial South Africa. In addition, it critiques the coloniality of language and imperial English language paradigms often embraced by higher education institutions (HEIs) in South Africa, and delineates curriculum transformation, Africanization, and decolonizing English within this educational sector. Finally, the paper challenges Eurocentric SoTL practices and colonialist English language paradigms by framing its argument within a critical southern decolonial perspective and a post-Eurocentric SoTL.

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“…133). Reflexivity, thus, becomes a precondition for carrying out decolonial work effectively, regardless of the context and positionality from which we work (Hayes, Luckett, and Misiaszek 2021).…”

Section: Theoretical Groundingmentioning

confidence: 99%

Decolonising the curriculum: students’ perspectives in criminology

Elhinnawy

2022

Race Ethnicity and Education

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Building on the recent intensified calls to decolonise the curriculum in higher education in the UK and beyond, and on my modest initiatives amongst some colleagues, this paper explores the impact of the dominant Eurocentric curriculum on minoritised ethnic students, and their perspectives of our decolonising initiatives, with the aim of refining them. To do so, I exercise 'affective awareness', and 'decolonial reflexivity', working with my discomforts whilst engaging with 10 minoritised ethnic students in criminology purposively selected to participate in semi-structured interviews after completing self-administered questionnaires. Based on the findings of this work, I argue that for 'decolonising the curriculum' beyond the box-ticking exercise, it should involve more than broadening the canon and revising reading lists. It should engage in an uncomfortable unpacking of asymmetrical power relationships and a shift in the practices of knowledge production, in ways that include the students' perspective more closely.

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Possibilities and complexities of decolonising higher education: critical perspectives on praxis

Cited by 31 publications

References 28 publications

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

Relocating English Studies and SoTL in the Global South: Towards Decolonizing English and Critiquing the Coloniality of Language

Decolonising the curriculum: students’ perspectives in criminology

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