“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-09-09 DOI:10.3102/00346543211042423

Riyad A. Shahjahan, Annabelle L. Estera, Kristen L. Surla, Kirsten T. Edwards

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引用次数: 58

Abstract

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.

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“非殖民化”课程与教学法:跨学科和全球高等教育背景下的比较回顾

借鉴全球关于高等教育非殖民化课程和教学法(DCP)的跨学科文献，我们在世界各地的学科和大学背景下批判性地研究了非殖民化的概念。基于对以地缘政治知识框架为中心的207篇英文文章和书籍章节的批判性分析，我们提出了三个主题:(a)非殖民化的意义(s)， (b)实现非殖民化，以及(c)实现非殖民化的挑战，所有这些都与DCP相关。我们观察到非殖民化的三个主要含义和实现DCP的四种方法，这些方法与地理、学科、制度和/或利益相关者背景有关。我们认为，虽然文献中有相似之处，但最终，DCP的意义、实现和挑战是语境的，这具有政治和认识论的后果。最后，我们为DCP的教育研究提供了方向，揭示了非殖民化研究领域或学科的可能性。

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

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.