Decolonising development practice pedagogy: ways forward and persistent challenges in the synchronous online classroom
Year: 2021
Type: article
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.
Author: Emily Van Houweling
Institution: Regis University
Language: English
Subfield: Anthropology
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4200520785