Teaching social policy as if students matter: Decolonizing the curriculum and perpetuating epistemic injustice

IF 2.3 2区社会学 Q1 SOCIAL ISSUES

Critical Social Policy Pub Date : 2022-06-13 DOI:10.1177/02610183221103745

Hakan Seckinelgin

引用次数: 3

Abstract

Calls for the decolonization of education at all levels of education in the UK have gained new momentum since the murder of George Floyd on 25 May 2020 in Minneapolis and the subsequent Black Lives Matter demonstrations throughout the US and the UK. In this article I focus on the reactions to demands for the decolonization of the curriculum in my own department, Social Policy, at the London School of Economics and Political Science (LSE). I argue that understanding the reactions of academic staff to student demands is informative about the nature of the problem. The article provides a contribution to discussions on decolonization on two fronts: (a) it highlights the internal dynamics of engagement with student demands in the context of a Higher Education Institution (HEI) and (b) the academic responses to students’ demands reveal an underlying mechanism that reproduces the status quo in the teaching of Social Policy.

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把社会政策当作学生的事来教：课程的非殖民化和认识上的不公正

自2020年5月25日乔治·弗洛伊德在明尼阿波利斯被谋杀以及随后美国和英国各地的“黑人的命也是命”示威活动以来，要求英国各级教育非殖民化的呼声获得了新的动力，伦敦政治经济学院。我认为，了解教职员工对学生需求的反应可以了解问题的性质。这篇文章从两个方面对非殖民化的讨论做出了贡献：（a）它强调了在高等教育机构（HEI）的背景下参与学生需求的内部动态；（b）学术界对学生需求的回应揭示了一种再现社会政策教学现状的潜在机制。

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

Critical Social Policy Multiple-

CiteScore

4.70

自引率

8.70%

发文量

期刊介绍： Critical Social Policy provides a forum for advocacy, analysis and debate on social policy issues. We publish critical perspectives which: ·acknowledge and reflect upon differences in political, economic, social and cultural power and upon the diversity of cultures and movements shaping social policy; ·re-think conventional approaches to securing rights, meeting needs and challenging inequalities and injustices; ·include perspectives, analyses and concerns of people and groups whose voices are unheard or underrepresented in policy-making; ·reflect lived experiences of users of existing benefits and services;