Abstract
The term ‘decolonising’ has been around for a while, including initiatives aimed at decolonising curriculum, pedagogy, and education. The aid/charity space has also caught upto this movement However, Moosavi (2020) warns us not to make decolonising another bandwagon to jump upon. Decolonising is not just to be intellectualised, it is for pragmatic transformation seen and felt by the people at every level of society. But are the activities claiming to be for decolonising truly embodying the fundamentals of whole transformation through using this approach or are people tinkering round the edges?
Two academics of South Asian heritage share their experiences of engaging with practical approaches to decolonising from two different sectors: education and the aid/charity space. In critical race theory stories elucidate how racism shows up every day so that we can evaluate through local context what may be the levers for change. Moreover, Chimamanda Ngozi Adichie warns us of the single story, narrowing perspectives leading to maintaining the status quo of exclusion and marginalisation of groups of people, hence by bringing two stories, we are opening up and sharing the possibilities of change from the decolonising approach.
This presentation aligns with Tuck and Yang’s (2012) premise that decolonisation is not a metaphor, but actions to unsettle the dominant hegemonies, as decolonising is separate to and cannot be judged by western centrism and hence cannot be integrated with it.
Learning outcomes:
i) Understand the meaning/s of decolonising the curriculum and organisation
ii) Understand how to develop a process for change using the decolonising approach
Two academics of South Asian heritage share their experiences of engaging with practical approaches to decolonising from two different sectors: education and the aid/charity space. In critical race theory stories elucidate how racism shows up every day so that we can evaluate through local context what may be the levers for change. Moreover, Chimamanda Ngozi Adichie warns us of the single story, narrowing perspectives leading to maintaining the status quo of exclusion and marginalisation of groups of people, hence by bringing two stories, we are opening up and sharing the possibilities of change from the decolonising approach.
This presentation aligns with Tuck and Yang’s (2012) premise that decolonisation is not a metaphor, but actions to unsettle the dominant hegemonies, as decolonising is separate to and cannot be judged by western centrism and hence cannot be integrated with it.
Learning outcomes:
i) Understand the meaning/s of decolonising the curriculum and organisation
ii) Understand how to develop a process for change using the decolonising approach
| Original language | English |
|---|---|
| Pages | 2 |
| Number of pages | 2 |
| Publication status | Published - 8 Feb 2023 |
| Event | Decolonising within and beyond the Curriculum 2023 - University of Winchester Duration: 6 Feb 2023 → 9 Feb 2023 |
Conference
| Conference | Decolonising within and beyond the Curriculum 2023 |
|---|---|
| Period | 6/02/23 → 9/02/23 |