Decolonising the University: The Origins and Meaning of a Movement.
This article responds to the contemporary debates in UK higher education about the need to 'decolonise the curriculum', with particular attention to the implications for the discipline of history. The author positions these important debates as one outcome of a transnational movement led by students...
| Publicado en: | Political Quarterly Vol. 91; no. 1; pp. 210 - 217 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan2020
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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=142479750&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142479750 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00323179 PQT jtl: Political Quarterly issn: 00323179 maglogo: Y pubinfo: dt: Jan2020 vid: 91 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 142479750 10.1111/1467-923X.12784 ppf: 210 ppct: 7 formats: fmt: – @attributes: type: T db: hlh ui: 142479750 – @attributes: type: P db: hlh ui: 142479750 tig: atl: Decolonising the University: The Origins and Meaning of a Movement. aug: au: Pimblott, Kerry su: United Kingdom Decolonization Student activism Socioeconomics Higher education Black studies sug: subj: Decolonization Student activism Socioeconomics Higher education United Kingdom Black studies keyword: anti‐racism black studies curricula decolonise student movement university anti‐racism black studies curricula decolonise student movement university ab: This article responds to the contemporary debates in UK higher education about the need to 'decolonise the curriculum', with particular attention to the implications for the discipline of history. The author positions these important debates as one outcome of a transnational movement led by students of colour whose grievances reach into and beyond the classroom. The first part of the article examines the origins of this movement identifying some important antecedents as well as the broader political and socio‐economic forces that propelled its rise in 2015. There then follows an examination of the movement's multidimensional critique of the university sector, which includes—but is not limited to—the call to 'decolonise the curriculum', before considering potential implications for academic workers labouring in the discipline of history. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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