View in EDS

What does decolonising education mean to us? Educator reflections.

Saved in:
Bibliographic Details
Title: What does decolonising education mean to us? Educator reflections.
Authors: Agherdien, Najma1 najma.aghardien@wits.ac.za, Pillay, Roshini2 Roshini.Pillay@wits.ac.za, Dube, Nkosiyazi2 Nkosiyazi.Dube@wits.ac.za, Masinga, Poppy3 poppy@sacap.edu.za
Source: SOTL in the South. Apr2022, Vol. 6 Issue 1, p55-78. 24p.
Subject Terms: *Higher education, *Curriculum, *Educators, Social justice
Abstract: The #FeesMustFall and #RhodesMustFall student protests accelerated the call for a decolonised higher education space. Much complexity and debate exists around the notion of a decolonised curriculum, how to frame it, describe it and/or enact it. Within this debate, the positionality and identity of individuals who design, implement, and evaluate curricula are important. The purpose of this article is to reflect on how theory-informed pedagogical reflections can assist in our understanding of decolonisation. The four educator reflections include our personal accounts of pedagogical philosophies, methodologies, and practices. A major focus is social work, which aims to enhance the well-being of all persons especially the disadvantaged, the marginalised and the voiceless. Through belonging to a community of practice, we embarked on the process of articulating our voice, positionality, and identity and how this informs our teaching, which is both personal and political within a South African higher education context. We provide our ways of knowing regarding how we (try) to contribute to social justice and equity ideals. We conclude with our consolidated view on an envisioned, decolonised education in the global South context. We recommend an approach that values ongoing, collective reflection, critical questioning, and agitation of how a decolonised curriculum can be envisaged. The contribution that this article makes is in the value of collective reflection, coupled with embracing personal stories/biographies to theorise decolonisation. [ABSTRACT FROM AUTHOR]
Copyright of SOTL in the South is the property of SOTL in the South and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 158711703
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What does decolonising education mean to us? Educator reflections.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Agherdien%2C+Najma%22">Agherdien, Najma</searchLink><relatesTo>1</relatesTo><i> najma.aghardien@wits.ac.za</i><br /><searchLink fieldCode="AR" term="%22Pillay%2C+Roshini%22">Pillay, Roshini</searchLink><relatesTo>2</relatesTo><i> Roshini.Pillay@wits.ac.za</i><br /><searchLink fieldCode="AR" term="%22Dube%2C+Nkosiyazi%22">Dube, Nkosiyazi</searchLink><relatesTo>2</relatesTo><i> Nkosiyazi.Dube@wits.ac.za</i><br /><searchLink fieldCode="AR" term="%22Masinga%2C+Poppy%22">Masinga, Poppy</searchLink><relatesTo>3</relatesTo><i> poppy@sacap.edu.za</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22SOTL+in+the+South%22">SOTL in the South</searchLink>. Apr2022, Vol. 6 Issue 1, p55-78. 24p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The #FeesMustFall and #RhodesMustFall student protests accelerated the call for a decolonised higher education space. Much complexity and debate exists around the notion of a decolonised curriculum, how to frame it, describe it and/or enact it. Within this debate, the positionality and identity of individuals who design, implement, and evaluate curricula are important. The purpose of this article is to reflect on how theory-informed pedagogical reflections can assist in our understanding of decolonisation. The four educator reflections include our personal accounts of pedagogical philosophies, methodologies, and practices. A major focus is social work, which aims to enhance the well-being of all persons especially the disadvantaged, the marginalised and the voiceless. Through belonging to a community of practice, we embarked on the process of articulating our voice, positionality, and identity and how this informs our teaching, which is both personal and political within a South African higher education context. We provide our ways of knowing regarding how we (try) to contribute to social justice and equity ideals. We conclude with our consolidated view on an envisioned, decolonised education in the global South context. We recommend an approach that values ongoing, collective reflection, critical questioning, and agitation of how a decolonised curriculum can be envisaged. The contribution that this article makes is in the value of collective reflection, coupled with embracing personal stories/biographies to theorise decolonisation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of SOTL in the South is the property of SOTL in the South and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158711703
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.36615/sotls.v6i1.204
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 55
    Subjects:
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Social justice
        Type: general
    Titles:
      – TitleFull: What does decolonising education mean to us? Educator reflections.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Agherdien, Najma
      – PersonEntity:
          Name:
            NameFull: Pillay, Roshini
      – PersonEntity:
          Name:
            NameFull: Dube, Nkosiyazi
      – PersonEntity:
          Name:
            NameFull: Masinga, Poppy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 25231154
          Numbering:
            – Type: volume
              Value: 6
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: SOTL in the South
              Type: main
ResultId 1