The purpose of this module is to encourage students to think more critically about where knowledge comes from and explore different ways of knowing. It will analyse ways we can begin to decolonise education and research and consider worldviews that challenge dominant discourses.
Occurrence | Teaching period |
---|---|
A | Semester 1 2022-23 |
The key aims of the module are:
Reflecting on where knowledge comes from and what makes knowledge legitimate
Critiquing Eurocentric approaches to knowledge, education and research
Exploring different worldviews in recognition of epistemological pluralism.
Analysing education viewed from around the world
Learning Outcomes
Understand the rise of dominant discourses about education, knowledge and research
Understand the impact of colonialism on education and research
Recognise a range of worldviews and challenges to dominant discourse on global issues
Analyse the power relations behind the way that knowledge is legitimised and understand a range of alternative worldviews
Examine approaches to education from around the world
Subject content
By the end of this module students will be able to:
Academic and graduate skills
Collaborative problem solving
Collaborative filmmaking and use of editing software
Effective communication
Presenting research on a topic
Introductory Unit
Where does knowledge come from?
Dominant discourses and Enlightenment knowledge
Decolonising
Decolonising knowledge (traditional knowledge)
Decolonising education
Decolonising the university
Exploring the Pluriverse and expanding worldviews
Buen vivir, Swaraj, Ubuntu
Confucianism, Taoism, Ecology
Degrowth, food sovereignty and environmental justice
Education and knowledge viewed from around the world
Case study 1
Case study 2
Case study 3
None
None
The summative assessment will be assessed using the Imagining Alternative Futures bespoke rubric in order to assess non-written content alongside the written reflections.
The group project short film will be formatively assessed but it will be necessary for students to complete this in order to do the summative assessment, which will be assessed individually.
None
Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
Kothari, A., Salleh, A., Escobar, A., Demaria, F. and Acosta, A. (eds.) (2019) Pluriverse: A Post-Development Dictionary. Tulika Books.
Bhambra, Gurminder K., Gebrial, Dalia and Nisancioglu, Kerem (eds) (2018) Decolonising the University. Pluto Press.
Sharon Stein, Cash Ahenakew, Elwood Jimmy, Vanessa Andreotti, Will Valley, Sarah Amsler, Bill Calhoun & the Gesturing Towards Decolonial Futures Collective Developing (2021) Stamina for Decolonizing Higher Education: A Workbook for Non-Indigenous People. Retrieved from https://higheredotherwise.net/resources/
Sutoris, P. (2021) “Environmental Futures through Children’s Eyes: Slow Observational Participatory Videomaking and Multi-Sited Ethnography,” Visual Anthropology Review 37:2
Sutoris, P. (2018) "Elitism and its challengers: Educational development ideology in postcolonial India through the prism of film, 1950–1970," International Journal of Educational Development 60
Brown, E.J. and McCowan, T. (2018) Buen vivir’: reimagining education and shifting paradigms. Compare: A Journal of Comparative and International Education. 48(2) 317-323 DOI: 10.1080/03057925.2018.1427342