Occupy the classroom radically

Bell, D ORCID: https://orcid.org/0000-0001-9133-4927, 2022. Occupy the classroom radically. Third World Quarterly, 43 (8), pp. 2063-2074. ISSN 0143-6597

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Abstract

Around the globe calls are being made to decolonise curricula and the university. Teachers in westernised universities, who are educated and socialised in the Global North, face challenges in recognising where and how western epistemologies and ways of being produce the coloniality of knowledge and the coloniality of being in the classroom. Teachers are also challenged to develop decolonial teaching practices. This paper provides an analysis of how western epistemologies and pedagogical practices structure and inflict wounds on historically marginalised students. Linkages are revealed between what happens in the classroom and resulting knowledge society has of itself. In order to transform the dehumanising effects of coloniality in the westernised university and classroom, an argument is made for the decolonisation of teaching and learning practices. The creation of decolonial atmospheres in the classroom is proposed as a prerequisite for creating the necessary conditions for students to experience a decolonised education.

Item Type:	Journal article
Publication Title:	Third World Quarterly
Creators:	Bell, D.
Publisher:	Taylor & Francis
Date:	2022
Volume:	43
Number:	8
ISSN:	0143-6597
Identifiers:	Number Type 10.1080/01436597.2022.2074828 DOI 1549897 Other
Rights:	Copyright © 2022 Informa UK Limited.
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Ward
Date Added:	31 May 2022 07:57
Last Modified:	25 Nov 2023 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/46390

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