走向非殖民化教学实践与摒弃殖民方法:在非殖民化研究方法斗争中的教学反思

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-07-04 DOI:10.1080/03054985.2023.2223920
A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina
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引用次数: 3

摘要

摘要在这篇文章中,我们反思了我们在博士生数字课程《牛津大学UNISA去殖民化研究方法论》中的教学经验。该课程的目的是通过对研究方法的“其他”思考,超越知识的殖民性。作为一种非殖民化的教学实践,手势包括实验、谦逊和成为,因为我们追求非殖民化的存在/思考,寻求/创造超越其限制的共存、幸福和尊严。我们认为共同教学就是共同学习和共同成长。我们认为,教学作为一种成为,意味着与学生互动,而不需要僵化的结构。我们重温了课堂上的视频片段、课程材料,并回顾了学生的见解,以反思我们共同教学的内容和配置。我们分析了“保持火力”的重要性,即使我们仍然处于殖民体制内。在这门在线课程中教授非殖民化地理和非殖民化方法时,出现了三个相互关联的挑战。这些动态包括:(a)在数字交流中培养师生信任的挑战;(b) 面对后勤、时间和实际限制,包括“定居者时间”和我们与既定学科的联系,鼓励跨学科参与的愿望;以及(c)共同存在和共同致力于挑战学术等级制度的重要性。
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Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies
ABSTRACT In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-being and dignity beyond its constraints. We conceive of co-teaching as co-learning and co-becoming. Teaching as becoming, we argue, means engaging with students without a rigid structuring telos. We revisit video footage from the class, course materials and review insights from our students to reflect upon the substance and configurations of our co-teaching. We analyse the significance of ‘keeping the fire’ of our shared intellectual projects, even as we remain situated within colonial institutions. Three interrelated challenges emerged while teaching decolonial geographies and decolonising methodologies in this online course. These dynamics include: (a) the challenges of cultivating student-teacher trust in digital exchanges; (b) the aspiration to embolden transdisciplinary engagements in the face of logistical, temporal and practical constraints, including ‘settler time’ and our ties to stated disciplines; and (c) the significance of co-presence and shared commitment to challenge academic hierarchies.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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