Approaching global education development with a decolonial lens : teachers’ reflections
Menon, Sharanya; Green, Crystal; Charbonneau, Irène; Lehtomäki, Elina; Mafi, Boby (2021-06-20)
Sharanya Menon, Crystal Green, Irène Charbonneau, Elina Lehtomäki & Boby Mafi (2021) Approaching global education development with a decolonial lens: teachers’ reflections, Teaching in Higher Education, 26:7-8, 937-952, DOI: 10.1080/13562517.2021.1941845
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://urn.fi/URN:NBN:fi-fe2021122262998
Tiivistelmä
Abstract
In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at issues within the field of development and education in pluriversal ways. Our gestures toward decolonial pedagogy in the course were complicated by our own entanglements with coloniality as well as structural factors such as the context of Finland, where the colonial past is seldom addressed. Despite these contradictions and challenges, we aspire to continue thinking through decoloniality to decenter the dominant liberal frameworks within global education development.
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