非殖民化课程的认识紧迫性

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Azaan Akbar
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引用次数: 0

摘要

近年来,越来越多的人呼吁在不同层次的教育中“去殖民化”课程。这在学校和大学都遭到了强烈的反对。对许多人来说,不清楚为什么学生,特别是在校学生应该学习非殖民化课程。我反思了英国中学课程去殖民化的“认识紧迫性”概念,我特别关注历史和宗教教育作为例子。利用认识不公正的理论,以及我自己的教学经验,我从两个论点中构建了这种“紧迫性”的案例:一个来自正义,一个来自目的。关于正义,我认为当前的课程产生了负面的认知结果,我们可能会认为这是不公正的。有意地,我认为一些课程也没有达到它们想要达到的目的,从而产生了进一步的消极认知后果。关于这两个论点,我希望表明,消极的认知结果创造了一个去殖民化课程的“紧迫性”,我希望这能鼓励英国及其他地区的教育工作者开始考虑他们的课程去殖民化是否会给他们的学习者带来更好的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Epistemic Urgency of Decolonised Curriculums
In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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