Pláticas on challenges and possibilities of teaching migration/mobility and displacement otherwise

Bibliographic Data

ID12814715
AuthorsGlenda Mejía (0000-0003-2913-3854, RMIT Europe, corresponding author), Tania Cañas (0000-0002-6014-0094, The University of Melbourne)
Year2024
Volume19
Issue4
Pages335-347
Publication date2024-04-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiaspora Indigenous and Minority Education (JOURNAL)
Journal identifiersISSN: 1559-5692 • E-ISSN: 1559-5706
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595692.2024.2329574
OpenAlexW4393410279
LanguageEN
Citations received1
References cited23

In this article we seek to delve into our teaching experiences as educators in a higher education space within the settler colonial context of Australia. We critically and pedagogically self-reflect our pedagogical roles of transforming educational practices in our classroom with the focus of positionality, self-reflexivity and embracing other ways of creating knowledge. By using pláticas as a method, we propose a humanize-sensing/thinking pedagogy, which praxis recognizes the historical differences and the specificity of cultural oppressions by un/learning, when we are teaching. As sentipensantes educators, in this article platicamos our fears, discomfort, un/learning of our teaching, attitudes, embodiment, and we ask: how our lessons might recognize and teach different colonial histories, geographical, ethnic, local/global, cultural, and epistemic frameworks? What does it look and feel like in practice in our classroom? We confirm that teaching in-between many worlds with a de/colonial lens provides a space for possibilities as well as limitations

Displacement (psychology · Psychoanalysis · Sociology · Innovative Education and Learning Practices · Migration and Exile Studies · Migration, Racism, and Human Rights · Psychology

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