DECOLONIZING THE UNIVERSITY: THE CHALLENGES AND POSSIBILITIES OF INCLUSIVE EDUCATION.
This article argues for a reframing of the curriculum within the academy in order to make the academy more inclusive and more accessible to a diverse student body. Reframing the curriculum is seen as an aspect of decolonizing the university. Many questions emerge from this argument to include the fo...
| Publicado en: | Socialist Studies Vol. 11; no. 1; pp. 23 - 62 |
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| Formato: | Artículo |
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Society for Socialist Studies
Winter2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=115777640&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 115777640 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 17172616 69TT jtl: Socialist Studies issn: 17172616 maglogo: N pubinfo: dt: Winter2016 vid: 11 iid: 1 pid: 44301 pub: Society for Socialist Studies artinfo: ui: 115777640 ppf: 23 ppct: 39 formats: fmt: @attributes: type: P size: 1.5MB tig: atl: DECOLONIZING THE UNIVERSITY: THE CHALLENGES AND POSSIBILITIES OF INCLUSIVE EDUCATION. aug: au: DEI, GEORGE J. SEFA affil: OISE, University of Toronto su: Inclusive education Decolonization College curriculum sug: subj: Inclusive education Decolonization Colleges, Universities, and Professional Schools College curriculum keyword: education Inclusivity indigenity multicentricity schooling education Inclusivity indigenity multicentricity schooling ab: This article argues for a reframing of the curriculum within the academy in order to make the academy more inclusive and more accessible to a diverse student body. Reframing the curriculum is seen as an aspect of decolonizing the university. Many questions emerge from this argument to include the following: What curriculum informs the education contemporary learners receive and how do they apply this to their academic and work lives? How do educators re-fashion their work as educators and also as learners to create more relevant understandings of what it means to be human and to determine what is human work? What are the limits and possibilities of visions of and counter and anti-visions to contemporary education? How do educators and learners challenge colonizing and imperializing relations within the academy and that influence the academy and its learners? How does curriculum become inclusive through teaching, research and graduate training and how does it make space for Indigeneity and multi-centric ways of knowing? How do we frame an inclusive, anti-racist, and anti-colonial global future and what is the work that is required to collectively arrive at that future? These complex questions, stimulated by my decolonizing curriculum work and experience, are engaged through the body of this article. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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