Relevant bibliographies by topics / Decolonizing curriculum

Academic literature on the topic 'Decolonizing curriculum'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Decolonizing curriculum"

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Sleeter, Christine E. "Decolonizing Curriculum." Curriculum Inquiry 40, no. 2 (March 2010): 193–204. http://dx.doi.org/10.1111/j.1467-873x.2010.00477.x.

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Criser, Regine, and Suzuko Knott. "Decolonizing the Curriculum." Die Unterrichtspraxis/Teaching German 52, no. 2 (September 2019): 151–60. http://dx.doi.org/10.1111/tger.12098.

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Lindsay, James. "Decolonizing the Curriculum." Academic Questions 33, no. 3 (July 18, 2020): 448–54. http://dx.doi.org/10.1007/s12129-020-09899-2.

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Walder, Dennis. "Decolonizing the (Distance) Curriculum." Arts and Humanities in Higher Education 6, no. 2 (June 2007): 187–96. http://dx.doi.org/10.1177/1474022207076828.

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Mogstad, Heidi, and Lee-Shan Tse. "Decolonizing Anthropology." Cambridge Journal of Anthropology 36, no. 2 (September 1, 2018): 53–72. http://dx.doi.org/10.3167/cja.2018.360206.

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This article has grown out of ongoing conversations, critical reflections and practical attempts at decolonizing anthropology at Cambridge. We begin with a brief account of recent efforts to decolonize the curriculum in our department. We then consider a few key thematic debates relating to the project of decolonizing the curriculum. First, we interrogate some consequences of how the anthropological ‘canon’ is framed, taught and approached. Second, we ask how decolonizing the curriculum might subtend a broader project towards epistemic justice in the discipline and the university at large. Third, we reflect on the necessity of locating ethics and methodology at the heart of ongoing conversations about anthropology and decoloniality. We conclude by reflecting on the affective tensions that have precipitated out of debate about the ‘uncomfortable’ relationship between anthropologists as intellectual producers at the ‘cutting edge’ of the canon, and the discipline’s rife colonial residues.
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Subedi, Binaya. "Decolonizing the Curriculum for Global Perspectives." Educational Theory 63, no. 6 (December 2013): 621–38. http://dx.doi.org/10.1111/edth.12045.

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Halagao, Patricia Espiritu. "Liberating Filipino Americans through decolonizing curriculum." Race Ethnicity and Education 13, no. 4 (December 2010): 495–512. http://dx.doi.org/10.1080/13613324.2010.492132.

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Kibera, Prof Lucy Wairimu. "Decolonizing Moral Education." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 14–20. http://dx.doi.org/10.31686/ijier.vol8.iss11.2688.

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This paper has examined the importance of African Indigenous Moral Education versus Moral Education introduced by the colonizers in maintaining social fabric. In doing so, concepts pertaining to colonialism, decolonization, education, morals, have been defined. Further, aims of education of African Indigenous people have been articulated as well as their status in these societies and corresponding state of morality among Indigenous African people versus the rest of the world today. Finally, suggestions towards integration of African Indigenous Moral Education into school curriculum has been made.
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Peabody, Seth. "Decolonizing Folklore? Diversifying the Fairy Tale Curriculum." Die Unterrichtspraxis/Teaching German 54, no. 1 (March 2021): 88–102. http://dx.doi.org/10.1111/tger.12156.

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Charles, Marie. "Effective Teaching and Learning: Decolonizing the Curriculum." Journal of Black Studies 50, no. 8 (November 2019): 731–66. http://dx.doi.org/10.1177/0021934719885631.

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Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students’ affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over an intense 4-month period, used the researcher’s reframed units of change.
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Dissertations / Theses on the topic "Decolonizing curriculum"

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Furo, Annette. "Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37106.

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The current moment of education in Canada is increasingly asking educators to take up the mandate and responsibility to integrate Indigenous perspectives into curricula and teaching practice. Many teachers who do so come from a historical context of settler colonialism that has largely ignored or tried to use education to assimilate Indigenous peoples. This project asks how teachers are (or are not) integrating Indigenous perspectives into the classroom curriculum. It asks if and how Eurocentric and colonial perspectives are being disrupted or reproduced in classroom dialogue, and how learning spaces can be guided by an ethics of relationality and co- existence between Indigenous and non-Indigenous ways of knowing. Finally, it seeks promising pedagogical practices through which curriculum can be a bridge for building a new relationship between Indigenous and non-Indigenous peoples in what is now Canada. This project is a critical ethnography of five high school English classrooms in which teachers were attempting to integrate Indigenous perspectives into the curriculum. Over the course of a semester classroom observations, interviews, and focus groups gathered the stories, experiences and perceptions of five high school English teachers, their students, and several Indigenous educators and community members. The stories and experiences gathered describe a decolonizing praxis, which pedagogically situates Indigenous and non-Indigenous worldviews in parallel and in relation, each co-existing in its own right without one dominating the other. The teacher and students who took up this decolonizing praxis centered an Indigenous lens in their reading of texts, and saw questions of ethics, responsibility, and reciprocity as key to changing the relationship between Indigenous and non-Indigenous peoples. Despite this promising pedagogical approach, I identify knowledge of treaties and the significance of land to Indigenous peoples as a significant gap in knowledge for students (and some teachers), which allows many colonial misunderstandings to persist.
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Koh, Bee Kim. "Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338.

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Brownlee, Yavanna M. "Decolonizing Composition and Rhetorics Programs: An Indigenous Rhetorics Model for Implementing Concepts of Relationship and Integrating Marginalized Rhetorics." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1525977377304453.

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Watt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.

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Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.
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Martinez, Trabucco Ximena Cecilia. "Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum." Thesis, 2013. http://hdl.handle.net/1807/42854.

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Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.
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Tuinstra, Beth. "Embracing identity: an examination of non-western music education practices in British Columbia." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9302.

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British Columbia (BC) is becoming increasingly diverse, so I began this research in an effort to understand the practices of other teachers across BC regarding the inclusion of musics that reflect the cultural diversity of their students. With the introduction of a new curriculum in BC beginning in 2015, music educators across the province can now meaningfully include musics that embrace the cultural diversity of their students. Additionally, Indigenous musics, worldviews, and teachings have their own elevated position as part of the new curriculum and are no longer grouped together with other musics as part of musics from a variety of cultural and social contexts. Thus, I surveyed BC music teachers to understand their current practices, experiences, and attitudes using a mixed-methods questionnaire using both open- and closed-ended questions. Decolonization and historical, philosophical, and theoretical supports for non-Western music education are the frameworks for this research. I distributed my questionnaire via the BC Music Educators’ Association listserve and conference, and I received eighty valid responses (N = 80). I discovered that 68% of participants currently utilize non-Western musics (nWM) in their own practices and of the 32% of participants who do not include nWM, 42% have used nWM in the past. Educators reported many benefits that they experienced through the inclusion of nWM, but they also reported some difficulties or barriers. Therefore, I will share the results of this exploration of the current practices, experiences, and attitudes of music educators in BC.
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"Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-08-1154.

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This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Books on the topic "Decolonizing curriculum"

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Blackburn, Kevin, and ZongLun Wu. Decolonizing the History Curriculum in Malaysia and Singapore. Taylor & Francis Group, 2019.

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Blackburn, Kevin, and ZongLun Wu. Decolonizing the History Curriculum of Malaysia and Singapore. Taylor & Francis Group, 2019.

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Blackburn, Kevin, and ZongLun Wu. Decolonizing the History Curriculum in Malaysia and Singapore. Taylor & Francis Group, 2021.

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Blackburn, Kevin, and ZongLun Wu. Decolonizing the History Curriculum in Malaysia and Singapore. Taylor & Francis Group, 2019.

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PEREIRA DE AGUIAR, REINALDO, ANDERSON LUIS DA PAIXÃO CAFÉ, BRUNO BATISTA DOS ANJOS, ELINEUZA DOS SANTOS FERREIRA, and ADELMÁRIA IONE DOS SANTOS. Múltiplos Olhares Sobre Questões Emergentes do Século XXI. Casa Publicadora, 2021. http://dx.doi.org/10.53312/zaqwsx854.

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This work deals with the importance of decolonizing the curriculum in basic schools as an effective form of inclusion, both public and private and, by extension, in universities as determined by laws 10.639 / 03 and 11.645 / 08. The objective is to propose and analyze the construction of the curriculum in the Eurocentric mold. To carry out the research, a literature review was carried out, in which we spoke especially with Fausto Antonio (2015) and Nilma Gomes (2012). The results show that Eurocentrism and the concept of epistemicide aim at invisibilization and the inferiorization of another non-Western knowledge. Equally, Eurocentrism highlights its cultural values and, consequently, establishes a kind of model, that is, a pattern that makes other people’s knowledge production systems unfeasible and compromised.
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Tajmel, Tanja, Klaus Starl, and Susanne Spintig, eds. The Human Rights-Based Approach to STEM Education. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830992202.

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This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understanding of the human right to science education at all intersectional levels of STEM education and in STEM careers. Based on the Berlin Declaration on the Right to Science Education, adopted at the 1st International Symposium on Human Rights and Equality in STEM Education (October 2018), this volume suits as a textbook for university courses at the undergraduate or graduate level. It will also prove extremely valuable to researchers from a range of disciplines but, in particular, those interested in human rights, education, science/STEM education, as well as practitioners, program and curriculum developers, policy makers, educators, and, of course, the interested public.
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Guarino, Lindsay, Carlos R. A. Jones, and Wendy Oliver, eds. Rooted Jazz Dance. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069111.001.0001.

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An African American art form, jazz dance has an inaccurate historical narrative that often sets Euro-American aesthetics and values at the inception of the jazz dance genealogy. The roots were systemically erased and remain widely marginalized and untaught, and the devaluation of its Africanist origins and lineage has largely gone unchallenged. Decolonizing contemporary jazz dance practice, this book examines the state of jazz dance theory, pedagogy, and choreography in the twenty-first century, recovering and affirming the lifeblood of jazz in Africanist aesthetics and Black American culture. Rooted Jazz Dance brings together jazz dance scholars, practitioners, choreographers, and educators from across the United States and Canada with the goal of changing the course of practice in future generations. Contributors delve into the Africanist elements within jazz dance and discuss the role of Whiteness, including Eurocentric technique and ideology, in marginalizing African American vernacular dance, which has resulted in the prominence of Eurocentric jazz styles and the systemic erosion of the roots. These chapters offer strategies for teaching rooted jazz dance, examples for changing dance curricula, and artist perspectives on choreographing and performing jazz. Above all, they emphasize the importance of centering Africanist and African American principles, aesthetics, and values. Arguing that the history of jazz dance is closely tied to the history of racism in the United States, these essays challenge a century of misappropriation and lean into difficult conversations of reparations for jazz dance. This volume overcomes a major roadblock to racial justice in the dance field by amplifying the people and culture responsible for the jazz language.
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Book chapters on the topic "Decolonizing curriculum"

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Sian, Katy P. "Decolonizing the Curriculum." In Navigating Institutional Racism in British Universities, 97–118. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14284-1_5.

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Yenika-Agbaw, Vivian. "Decolonizing the Curriculum." In The Fairy Tale World, 184–95. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: The routledge worlds: Routledge, 2019. http://dx.doi.org/10.4324/9781315108407-16.

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Adendorff, Hanelie, and Margaret A. L. Blackie. "Decolonizing The Science Curriculum." In Building Knowledge In Higher Education, 237–54. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Legitmation code theory: knowledge-building in research and practice: Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-14.

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Namukasa, Immaculate K., Janet Kaahwa, Madge Quinn, and Ronald Ddungu. "Critical Curriculum Renewal in Africa." In Decolonizing Philosophies of Education, 177–91. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-687-8_12.

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Eizadirad, Ardavan. "Symbiotic Relationship Between Curriculum, Tyler Rationale, and EQAO Standardized Testing." In Decolonizing Educational Assessment, 65–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_5.

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Nashon, Samson Madera. "Decolonizing Science Education in Africa: Curriculum and Pedagogy." In The Palgrave Handbook on Critical Theories of Education, 449–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86343-2_25.

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Idahosa, Grace Ese-osa. "Decolonizing the Curriculum on African Women and Gender Studies." In The Palgrave Handbook of African Women's Studies, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77030-7_66-1.

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Idahosa, Grace Ese-osa. "Decolonizing the Curriculum on African Women and Gender Studies." In The Palgrave Handbook of African Women's Studies, 87–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28099-4_66.

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Blackburn, Kevin, and ZongLun Wu. "History in the imperial curriculum of Malaya and Singapore (1899–1930s)." In Decolonizing the History Curriculum in Malaysia and Singapore, 10–29. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Educational history and development in Asia: Routledge, 2019. http://dx.doi.org/10.4324/9780429422584-1.

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Blackburn, Kevin, and ZongLun Wu. "Introduction." In Decolonizing the History Curriculum in Malaysia and Singapore, 1–9. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Educational history and development in Asia: Routledge, 2019. http://dx.doi.org/10.4324/9780429422584-101.

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Conference papers on the topic "Decolonizing curriculum"

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Simmonds, Shan. "Curriculum as a Contentious Space to Disturb Inequalities: Academics and Decolonizing the Curriculum." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889415.

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Walters, Cyrill. "Decolonizing the Curriculum? The Institutionalization of Radical Reforms in South African Universities." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578416.

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Harmse, Anneke, and Ahmed A. Wadee. "Decolonizing ICT curricula in the era of the Fourth Industrial Revolution." In 2019 International Multidisciplinary Information Technology and Engineering Conference (IMITEC). IEEE, 2019. http://dx.doi.org/10.1109/imitec45504.2019.9015856.

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