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Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy

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Title: Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy
Language: English
Authors: Arday, Jason (ORCID 0000-0002-9822-1068), Zoe Belluigi, Dina (ORCID 0000-0003-4005-0160), Thomas, Dave
Source: Educational Philosophy and Theory. 2021 53(3):298-313.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Inclusion, Teaching Methods, Racial Bias, Cultural Pluralism, Whites, Power Structure, Minority Group Students, Foreign Policy, Educational Change, Educational Attainment, Critical Theory, Race, Student Attitudes, Disadvantaged, Curriculum Development, Racial Discrimination, Equal Education, History, College Students, College Faculty, Teacher Attitudes, Foreign Countries, Blacks, Ethnic Groups
Geographic Terms: United Kingdom
DOI: 10.1080/00131857.2020.1773257
ISSN: 0013-1857
Abstract: Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1278729
Database: ERIC
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  Data: Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures.
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        Value: 10.1080/00131857.2020.1773257
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