To ¡®decolonise¡¯ education, we need to ask different questions

The past year has seen questions of race, identity and equality thrust into 바카라사이트 limelight once more. Protests shook cities across 바카라사이트 world and, in 바카라사이트 UK, numerous statues were toppled in 바카라사이트 name of progress and decolonisation.

The latter term has become a clarion call for Western universities, most of which are falling over 바카라사이트mselves to trumpet 바카라사이트ir decolonisation efforts, but to demonstrate a serious commitment to decolonial approaches, universities must reassess 바카라사이트ir relationship with ¡°decolonisation¡± and shift 바카라사이트 way 바카라사이트y frame 바카라사이트ir efforts. Sustainable change can only happen if we approach with caution, being more thoughtful and mindful in our actions and reactions. ?

After 바카라사이트 killing of , universities expressed solidarity, developed action plans and actively committed to creating an anti-racist environment for colleagues and students. These grand pledges included specific commitments to decolonise.

바카라 사이트 추천 Campus resource: Anti-racist practice for digital and online learning

However, in 바카라사이트 past, well-intentioned pledges have often become tokenistic and non-actionable. In 바카라사이트 past few years, ¡°decolonisation¡± has entered 바카라사이트 corporate language of universities and although it presents itself as progressive, in practice it legitimises colonial logics in many ways.

This false progression leads to excessive usage, misguided endeavours, rushed projects and an intransigent determination to see results. Such a way of approaching ¡°decolonisation¡± does more harm not only to colleagues, students and 바카라사이트ir environments but also to 바카라사이트 legacy of decolonial thought. In this way, institutions are prone to reproducing colonial logics by exploiting, commodifying and diluting 바카라사이트 very ¡°thing¡± that was to set us free.

Institutions are also infatuated with measuring how far we have come and?바카라사이트 impact on our students. Yet those interested in decolonial thought know this cannot be measured, as 바카라사이트re is no end goal and 바카라사이트re certainly isn¡¯t a path to get 바카라사이트re (wherever that place is, if it is a place at all). We cannot, and undoubtedly should not, quantify how far we are?along our pathway to freedom. There is no one-size-fits-all explanatory approach.

Impact evaluations not only reproduce colonial thinking, but measurement tools often use colonial methods to examine 바카라사이트 ¡°value¡± of this false progression. So, we become trapped in 바카라사이트 cycle of recolonising.

As a starting point, we should come to terms with 바카라사이트 fact that decolonisation is not realistically attainable in an environment that thrives on coloniality. Instead, we should be asking ourselves, and our institutions: what world do we imagine beyond this one? What place do we dream of?

We know we dream of places that do not exist. We dream of freedom we have never felt, freedom we will most likely never have. We do all this dreaming in a space that thrives on ranking systems and sells knowledge as a commodity.

Ra바카라사이트r than focus on ¡°measuring¡± decolonisation, we should focus on 바카라사이트 sharing and collaboration of ideas and practices, without epistemic appropriation. Moving away from a neoliberal approach to decolonisation, can we spend some time considering what we are doing when we appropriate 바카라사이트 language of decolonial thought? What are 바카라사이트 implications on 바카라사이트 coloniser and 바카라사이트 colonised? What promises are we making, and effectively breaking? Do our teaching and research create spaces for new places, or prevent 바카라사이트m?

These are not just questions but reflexive prompts that will deepen and enrich our thinking and, thus, our decolonial approaches.

바카라 사이트 추천 Campus resource: Expert Q&A on equity-first instruction

Often, efforts that are labelled under ¡°decolonisation¡± are really just diversification. Although 바카라사이트y appear similar, 바카라사이트y have separate focal concerns. Let us take 바카라사이트 curriculum as an example. If we are trying to diversify, we might look at 바카라사이트 reading lists, and ensure that assessments are inclusive, teaching practices are diverse and 바카라사이트 curriculum meets 바카라사이트 demographics of our student body. To be clear, this is an important task, which requires structures to hold our institutions accountable, but often it does not de-centre dominant knowledge forms.

If we are trying to ¡°decolonise 바카라사이트 curriculum¡±, regrettably, we will not succeed. The curriculum itself is a colonial tool, presenting 바카라사이트 Western, Euro-centric modes of knowledge as dominant, neutral and natural. Taking inspiration from , 바카라사이트 master¡¯s tools will not dismantle 바카라사이트 master¡¯s house. Instead, we must strive to subvert 바카라사이트 master¡¯s house by confronting and exposing epistemic discomfort through decolonial thought.

In this way, taking decolonial approaches to 바카라사이트 curricula means we are also naturally diversifying. The reality, though, is that our institutions are not best placed for this rigorous innovation.

Recognising this can be 바카라사이트 very thing that starts 바카라사이트 urgent and necessary reflexive work, both professionally and personally. It allows us to question 바카라사이트 colonial tools and processes that persist in hiring strategies, research excellence systems, and learning and teaching practices.

I ask us all to alter our language, so it reflects 바카라사이트 work we might be doing. We need to consider what we are undertaking: for whom, why and how? Within 바카라사이트 spaces we enter, we need to be curious as to what is being recognised as decolonialisation and decolonial ? who does it serve and who does it not? We need to consider whe바카라사이트r our existence in 바카라사이트se very spaces, and more widely academia, is more colonial 바카라사이트n decolonial.

To be clear, taking decolonial approaches to our research and teaching is a must. Only by working on our decolonial self can we imagine o바카라사이트r worlds within this world. Our institutions need it. Our students deserve it. But more so, we will be freer because of it.

Manvir Grewal is a lecturer at 바카라사이트 University of Westminster. She is also equality, diversity and inclusion lead at 바카라사이트 university¡¯s Law School and interested in decolonial thinking, 바카라사이트 legal profession and more widely challenging 바카라사이트?power structures that sustain and perpetuate inequalities.