Yes, I agree, the how is critical - our intended. I attempt to animate this approach through a set of interrelated conceptual tools to help understand how 'we make the world and the world makes us'...and what we jointly and severally do now and next in context. Closely linked to the other thread I'm in on this site about we teach critical thinking. To me critical thinking and decolonisation are two sides of learning for living in liberation within and despite the unequal, unjust status quo

I found this article very intrested.

Journal of Sustainability Education Vol. 18, March, 2018 ISSN: 2151-7452 Tim Frandy is an Assistant Professor of Folk Studies at Western Kentucky University. His work lies at the intersections of public humanities, cultural revitalization, environments, health, worldview, and knowledge traditions. He has worked extensively in Anishinaabe, Sámi, and Nordic communities, and he is a member of the Sámi American community. Indigenizing Sustainabilities, Sustaining Indigeneities: Decolonization, Sustainability, and Education Tim Frandy Western Kentucky University [email protected].

Decolonization is a multifaceted and complex process, involving a wide range of concepts, including the restoration of Indigenous lands to Indigenous control, improved recognition of tribal sovereignty, strengthening of Indigenous worldviews and knowledge traditions, cultivating cultural responsiveness in education and health care, aligning research methods with Indigenous cultural priorities and values, and more.

Keywords: Decolonization, Sustainability Education, Indigenous Cultures, Indigenous Sustainabilities

Jane and Ingrid

I support your views and your inputs to my question.

It is highly appreciated.

The selection of knowledge comes from learners themselves, they know what they want to learn in this precise moment, which is based in their own interests and motivations; which usually is completely different from standardized curricula. Thus, the curriculum is personalized according to their actual needs and can be applied immediately.

Hi Sdenka, yes, I agree with the personalisation...though contextualised within the broad historical socioeconomic geopolitical context - a la feminisms 'the personal is political'. To which I add in my work 'which manifests in the professional', as the work is geared around workplace/institutional praxis. To me this is important to avoid potential toward neoliberalist individualism that doesn't take critical account of the whole for balancing practical meaning-making in the present

('between self, other and all, including the earth' as my Dung Beetle Doing maxim goes : )

Can we take this discussion forward by focusing on "decolonizing our classrooms.

What are you doing to advance the scholarly debate regarding "decoloniality"?

What principles, norms, values and worldviews of "decoloniality" that are driving your teaching/ curriculum?

I am an advocate for accommodating the "browning" of the U.S. population and so promote diversity for what it truly is "a salad bowl" and not a "melting pot" so there is not a dominant "white" majority narrative in content. I hope these articles can be helpful to the discussion:

Presentation Diversity and International Education

Article Workforce Education and Development (WED): Graduate Students...

Conference Paper Culturally Responsive ICT Integration into Teaching and Learning

Article Cultural Sensitivity Needed in Online Discussion Rubric Language

Best,

Debra

Hey Michael, your question is interesting to me because I helps to remind me of my common disjuncture with higher education norms. In this case, because I don't really work with promoting 'scholarly debate'. I suppose my alternative to that is promoting critically informed radical praxis. Maybe debate of decoloniality leads there too, but it strikes that its less about the discussion for me, than the doing. So its the processes of learning and teaching, that help facilitate each student finding their way through to throw off socially inherent shackles, as I think Sdenka is saying, that I probably consider to be a principle of 'decoloniality'...at least in the sense of education for liberation

Dear Micheal, from my research with indigenous children whose communities have a different perspective of the world. I've found out that it is very important to empower them giving priority to their ancestral roots, language and traditions, during their learning process in elementary schools. This was also a request from their parents and community elders.

However, they also requested that later in high school, children could be introduced to other topics and knowledge not only from Western countries but from other cultures around the world, in order to enrich their perspective with the diversity of expressions, knowledge and experiences in other continents and communities.

Then, when they arrive to higher education, they could choose and specialize on a particular knowledge and skill according to their own preferences and the needs of their community.

Dr Sdenka

Thank you for your insightful response and excellent example. It is highly appreciated.

Sdenka

Thank you for your input about the topic. I like your example of indigenous children in those communities

Dear RearchGators

Can we pick-up this discussion.

The idea of decolonization ties in with the notion of 'teaching English for specific purposes'.That means teaching has to be for a purpose. If that be the case, authentic materias have to be used to make teaching concrete. This is now the foundation and there after, learning could be by association, mind's picture, imagination, deduction, induction and even intuition. Decolonized Pedagogy is necessary for curriculum transformation as well as in my specialization-'Teaching English for Science and technology', which requires and new expressions and new vocabulary items. These new items could be introduced in a down-to- earth manner through the process of decolonization.

• 137 Reads

Justine

Yes, it is true that we must move forward in decolonized our curricula. Our current curricula is too Eurocentric driven. Academics are so comfortable wearing the "Emperors jackets" and sleeping in the Emperors bed". This is a very contagious issue but we need to critical reflect on it.

When looking at the decolonizing curriculum, we need to look at the school level as well. The curriculum is still Eurocentric. Very little has changed.

To be authentic, linked to society, integrated, linked to goals, global or compatible with globalization.