Decolonizing curriculum
Student resistances to anti-oppressive pedagogy
Bibliographic Data
| ID | 12928955 |
|---|---|
| Authors | Dawn Zinga (0000-0002-6352-8289, corresponding author), Sandra Styres (0000-0002-3789-6563) |
| Year | 2018 |
| Volume | 11 |
| Issue | 1 |
| Pages | 30-50 |
| Publication date | 2018-11-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743818810565 |
| OpenAlex | W2901233901 |
| Language | EN |
| Citations received | 17 |
| References cited | 5 |
Drawing from multiple courses, the authors explore the intersections and connections concerning the various ways students in mainstream programmes experience and express counter-resistances to decolonizing and anti-oppressive pedagogies. The authors focus on how aspects of curriculum can at once minimize, trigger and/or provoke various aspects of resistances. They also consider how the positionality of the instructor and purposeful and mindful choices in curriculum, course content and classroom practices assist students to reflect on their own positionality and the ways networks and relations of power and privilege are implicated in learning and teaching. From the perspectives of one Indigenous and one non-Indigenous instructor, the authors share practical examples related to decolonizing and anti-oppressive pedagogies within higher education contexts
Curriculum · Ethnography · Indigenous · Indigenous Education · Mainstream · Pedagogy · Political science · Power (physics · Power structure · Privilege (computing · Resistance (ecology · Sociology · Digital Storytelling and Education · Global Education and Multiculturalism · Literacy, Media, and Education
Actualizing decolonization
Educating Informal Educators on Issues of Race and Inequality
Teaching about Missing and Murdered Indigenous Women, Girls, and 2SLGBTQQIA+ People
Talk the talk and walk the walk
Transforming educational development practice
Anti‐oppressive pedagogy in medical education
Decolonising higher education
Intersectional ethics
Using Critical Service-Learning Pedagogy to Prepare Graduate Nurses to Promote Health Equity
“What do I stand for?” - A phenomenological account of an identity crisis in the climate classroom
Wither the plurality of decolonising the curriculum? Safe spaces and identitarian politics in the arts and humanities classroom
The Scientific Shortcomings of Postcolonial Theory
We have a right to flourish in our own land’
Conditions for promoting inclusive science education among children and youth (0–16 years) living in communities in vulnerability risk situation
What do you want your teachers to know? Using intergenerational reflections in education research
Teaching and learning with power and privilege
Insights from the lived experience of Buddhist ethics
| Unique citing works | 17 |
|---|---|
| Citations per year | 3,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |