Van Houweling, E.;
(2021)
Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom.
International Journal of Development Education and Global Learning
, 13
(2)
pp. 136-149.
10.14324/IJDEGL.13.2.06.
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Abstract
Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online Master of Development Practice programme at Regis University, USA. Six pedagogical approaches are described in light of their successes and remaining challenges: building community, learning from each other and co-creating knowledge, opening spaces for participation, de-centring Western voices and epistemologies, focusing on the critical thinking, reflection and action cycle and creating connection in virtual spaces.
| Type: | Article |
|---|---|
| Title: | Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/IJDEGL.13.2.06 |
| Publisher version: | https://doi.org/10.14324/IJDEGL.13.2.06 |
| Language: | English |
| Additional information: | © 2021, Emily Van Houweling. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | synchronous online learning, pedagogy, development studies, power dynamics, multicultural education, decolonisation, higher education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10142995 |
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