Decolonizing higher education pedagogy
Insights from critical, collaborative professionalism in practice
Bibliographic Data
| ID | 8856372 |
|---|---|
| Authors | Peter I De Costa (0000-0003-0389-1163, Michigan State University, corresponding author), Laxmi Prasad Ojha (0000-0002-2088-5921, Michigan State University), Vashti Wai Yu Lee (0000-0001-9530-6982, Michigan State University), D Philip Montgomery (0000-0002-4933-8307, Michigan State University) |
| Year | 2023 |
| Volume | 56 |
| Issue | 8 |
| Pages | 784-800 |
| Publication date | 2023-11-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2023.2279925 |
| OpenAlex | W4388966947 |
| Language | EN |
| Citations received | 7 |
| References cited | 21 |
Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility
Context (archaeology · Curriculum · Nepali · Oppression · Pedagogy · Political science · Praxis · Sociology · Teacher education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Multilingual Education and Policy
Glocally situated advocacy for transformative language education
GenAI and Global South Tesol teacher educator pedagogical practices
Decolonizing English Academic Writing education through translingual practices
Emotion as pedagogy
Centering critical multilingual language awareness in language teacher education
Critical teacher education for equitable learning in multilingual classrooms
(Re)centering social justice in world Englishes for the English language classroom
Understanding Language Teaching
Teacher collaboration
Critical Thinking Across the Curriculum
Epistemologies of the South
Applied Linguists Cultivating Relationships for Justice
“Decolonizing” Curriculum and Pedagogy
EMI in Chinese higher education
Decolonization of knowledge, epistemicide, participatory research and higher education
Critical Applied Linguistics
Making our Way through the World
Local Histories/Global Designs
Decolonizing Academic Writing Pedagogies for Multilingual Students
Critical theory in a decolonial age
A call to Action Research for Transformations
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |