Decolonizing University Teaching and Learning

Description

Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically reflective and reflexive conversations, action-oriented discussions can simultaneously take place. The value of this book lies in the contributions from authors based across a number of universities and disciplines. Reflecting on personal experiences, staff and student relationships, subject specific challenges, and wider issues within HE, the contributions are grounded in the employment of the TRAAC model as a mode of entry into discussing particular issues around decolonizing teaching and learning. D. Tran is Director of Education and Reader in Developmentally Disruptive Practices and Pedagogies at the University of the Arts London (UAL), UK. She previously held the role of Interim Dean of Learning, Teaching, Enhancement, and Associate Dean of Academic Enhancement at UAL, UK. Prior to this, Tran was Associate Professor of Higher Education Learning and Teaching at the University of Greenwich, UK. Tran is a Principal Fellow (AdvanceHE) and has worked at various UK HE institutions across different roles and areas. Her research interests include decolonizing teaching and learning, belonging, and reflective practice.

List of Figures
Notes on Contributors
Preface
Acknowledgements
Introduction
1. What does it mean to Decolonize Teaching and Learning?
2. What is Good Development?, with contributions from Nelly Kibirige (London Southbank University, UK) and Bernadine Idowu-Onibokun (University of West London, UK)3. The TRAAC Model (Teaching approach, Relationship, Activity and Assessment, and Content)
4. Bringing Together Materials for a Decolonized Curriculum, with contributions from Jason Arday (Durham University, UK) and Joanne Dunham (University of Leicester, UK)5. Moving Away From Passive Inclusivity
6. Staff and Student Perceptions, with contributions from Ryan Carty (De Montfort University, UK), Rahma Elmahdi (Imperial College London, UK), and Emilie Fairnington (De Montfort University, UK)7. Delivery and Power Dynamics
8. Implementing the TRAAC Model across Disciplines, with contributions from Paul Breen (University of Westminster, UK), Anthony Cullen (Middlesex University, UK), Rahma Elmahdi (Imperial College London, UK), Peter Jones (University of Greenwich, UK), Savvas Michael (University of Law, UK), and Dawn Reilly (University of Greenwich, UK)Conclusion
References
Index

“[Tran] shows readers what the benefits of decolonizing university teaching and learning are for students, faculty, and institutions as a whole. Bringing together contributions from a wide variety of scholars – from a range of disciplines including sports science and law – she provides the TRAAC model for teachers and practitioners to reflect upon classroom experiences and the student experience more broadly. PGCHE students, university teachers, and university communities at large would benefit from reading, and using, this book.” —Rashi Rohatgi, Associate Professor of Education and the Arts, Nord University, Norway“This volume approaches the challenging but important issues of decolonizing higher education with a refreshing trans-disciplinarity. The book’s commitment to offering robust practical ideas makes it necessary reading not only for students and scholars but also for anyone involved in higher education administration, management and policy-making.” —Reza Gholami, Reader in Sociology of Education, University of Birmingham, UK

Additional information