Decolonial love as a pedagogy of care for Black immigrant post-secondary students

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-09-21 DOI:10.1080/01425692.2023.2260113

Alana Butler

引用次数: 0

Abstract

This paper explores ‘decolonial love’ as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term ‘decolonial love’ and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.

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非殖民化的爱作为照顾黑人移民专上学生的教学法

本文探讨了在美国和加拿大以白人为主的四年制大学就读的16名第一代黑人移民中，“非殖民化的爱”作为一种关怀教学法。“非殖民化之爱”一词及其原始概念的延伸集中在激进的自爱和对殖民压迫的抵抗上。学者们还将非殖民化的爱情与黑人解放运动联系起来。通过对黑人移民学生在大学经历的叙述分析，本文采用非殖民化和交叉性的方法来探讨高等教育机构如何接受激进的非殖民化实践。这种方法在反黑人种族主义的氛围中肯定和支持黑人的身份。本文将讨论对旨在使其教学实践非殖民化的机构和教育工作者的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.