Siinviidatu on väga mõjukas ajakirjas vabalevis olev tekst, mis võiks huvi pakkuda eeskätt haridushuvilistele aga ka haridusametnikele ja hariduspoliitika kujundajatele (viimased ei pruugi tingimata haridushuvilised olla). Pedagoogika dekoloniseerimisest on kirjutet pikka aega ja kuna ma ei ole selle valdkonnaga peaaegu üldse kursis, siis on lugemisel jäänud palju küsimärke. Siin on aga tekst, mis selgitab mõndagi ja loob meeldiva raamistiku valdkonnas üldiseks orienteerumiseks. Ja tekst on väga kasulik neile, kes tegelevad uurimistööga ja kirjandusülevaadetega.

Kontekst:

Education is one area that has rightfully gained much attention in decolonization discourse. More specifically, higher education institutions have played a key role in grounding systems of knowledge production (disciplines, institutions, and the formation of professionals in each of the disciplines) and perpetuating coloniality (colonial logic; Alexander, 2005; Alvares & Faruqi, 2012; Andreotti et al., 2015; Mignolo, 2003; Moreton-Robinson, 2000; Smith, 2001).

Miks see küsimus oluline on?

Curriculum and pedagogy is deeply implicated in grounding, validating, and/or marginalizing systems of knowledge production. […] over the past two decades in academia, two trajectories, while interconnected, have provoked larger conversations of decolonizing the academy.

Oluline märkus uurimustöö väärtuse mõistmiseks:

we intend to “crisscross” diverse cultural geographic contexts and put “relationality at the center” of our literature review, “surfac[ing] the entangled complexity of sometimes disparate educational actors, devices, discourses, and practices” (Sobe, 2018, p. 335) tied to DCP.

Kolm uurimisküsimust:

To this end, based on the extant literature, we attempt to answer the following questions: (1) What does “decolonizing” mean in the context of curriculum and pedagogy? (2) How does one decolonize curriculum or pedagogy in higher education? How is it actualized? (3) What are the limitations and complexities in incorporating DCP in higher education?

Lugemishuvi suurendamiseks:

The literature review makes clear that scholars across the globe and disciplines are rarely communicating or theorizing with each other. However, there are some recent exceptions (e.g., Gesturing Towards Decolonial Futures initiative, https://decolonialfutures.net/people/; Decolonial International Network, https://din.today/).

Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2021). “Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts. Review of Educational Research, 00346543211042423.