Unlearning and Relearning Europe: Theoretical and Practical Approaches to Decolonising European Studies Curricula

IF 1.1 Q2 AREA STUDIES
Aincre Maame-Fosua Evans, Danai Petropoulou Ionescu
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引用次数: 1

Abstract

Discussion on decolonising European Studies (ES) curriculum has gained traction in academic and activist circles, partly responding to calls to decolonise curricula that have brought attention to the ‘whitewashing’ of history and the critical lack of BIPOC scholarship taught in higher education syllabi. Current efforts to decolonise ES as a field of study have largely relied on these aspects. While this is undoubtedly an important step, many ES scholars have expressed a lack of clarity as to how this rhetoric can be practically adopted in their courses without compromising the central subject matter – Europe. This paper responds to calls to decolonise ES, by introducing different theoretical and practical approaches that educational practitioners within the field can draw from in the building of curricula
释放与重新学习欧洲:欧洲研究课程非殖民化的理论与实践途径
关于非殖民化欧洲研究(ES)课程的讨论在学术界和活动家圈子里获得了关注,部分原因是对非殖民化课程的呼吁引起了人们对历史“粉饰”和高等教育教学大纲中严重缺乏BIPOC奖学金的关注。目前将ES非殖民化作为一个研究领域的努力在很大程度上依赖于这些方面。尽管这无疑是一个重要的步骤,但许多ES学者表示,他们不清楚如何在不影响核心主题——欧洲的情况下,在课程中实际采用这种修辞。本文回应了ES非殖民化的呼吁,介绍了该领域的教育从业者在课程建设中可以借鉴的不同理论和实践方法
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
CiteScore
2.30
自引率
0.00%
发文量
12
审稿时长
26 weeks
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