Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and ...universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Amid growing debates about globalization of higher education (HE) reproducing inequalities, an analysis of race as the organizing influence underlying this global phenomenon remains absent. This ...conceptual essay argues that our understanding of globalization of HE would benefit from an intersectional understanding of critical Whiteness studies and temporal studies to help racialize and further temporalize this phenomenon. It introduces
Whiteness as futurity
framework and its three components: Whiteness as (a) aspiration, (b) investment, and (c) malleability. Drawing on this framework, it provides a critical race temporal account of globalization of HE by critically examining two contemporary global HE trends, namely: (a) the global diffusion of liberal education, and (b) the growing use of global university rankings (GURs). It argues that
Whiteness as futurity
colonizes (or orients) global subjects’ (nation-states’, policy makers’, institutions’, and individuals’) imaginaries and reinforces the asymmetrical movements, networks, and untethered economies underpinning global HE. The article concludes that educators should consider seriously the insights of Whiteness studies in reconceptualizing globalization of HE.
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CEKLJ, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, ...staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the Black body as property, not merely concerns for disproportionality and inequality, is deeply embedded in institutional policy and practice. The article concludes with a vision for what awareness of anti-Black settler colonialism means for U.S. higher education.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In ...particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of international higher education, perpetuating an archive of research that erases global Black experiences. The purpose of this article is to imagine a study of international higher education guided by Black studies. In conversation with two Black studies analytics-McKittrick's Black Unvisibility and the inquiries shaping Hartman's Critical Fabulation-I narratively and creatively explore the Black subject possibilities therein.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist ...episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African descent. Through two conceptual frameworks-Black Atlantic Consciousness and Womanism-I note the ways in which the study abroad program departed sharply from traditional programming found at historically white institutions. Utilizing narrative thematic case study analysis, findings reveal both the program designers' goals and intentions for this study abroad program, as well as the ways those goals translated into pedagogical and curricular praxis. Three subthemes comprise the larger theme related to goals and intentions: self-awareness and communal awareness, African diasporic gendered identity, and deconstruction with student support. Four subthemes organize the theme curricular and pedagogical praxis: spiritually detoxing experiences, Afrocentric role-playing and storytelling/making, integration of counseling and emotional support resources, and institutional subversion. The article concludes with reflections on and implications for culturally relevant study abroad programming.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance ...as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students' temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students' lives, and past/future aspirations.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the ...spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, Whiteness as Futurity (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple ways of knowing, (2) spiritual healing in collaboration, and (3) community within interdependence. Our lessons highlight the complexities and potential of collaboration on conceptual research for Black and Brown people. We argue that spiritually and communally-informed scholarly practice creates the necessary psychic space to locate nuanced analyses of whiteness not readily available with traditional analytics while also supporting humanized ways of being for scholars.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This study examines the perceptions and ideals of Black women faculty in the US who self-identify as possessing strong faith commitments within a Judeo-Christian denomination. The study considers the ...influence religio-spirituality has on their perceptions of pedagogy and student engagement. There are four major findings that emerged in this study, organized within two veins: (1) Religio-spiritual educator ideal as a guide for ways of being and teaching in the academy; and (2) Religio-spirituality's relationship to equity and emancipation. This study is significant in that it identifies a largely under-theorized religio-spiritual frame employed by many Black women faculty in the US, and contributes to the literature in its exploration of the ways Judeo-Christian Black women faculty can serve as important resources and change agents in US higher education.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
In this article I report on the perceptions and attitudes of Christian Black women faculty members in regards to religious difference at both historically Black colleges and universities HBCUs and ...predominantly White institutions PWIs. By taking a focused look at
uncomplicated Christian privilege
at HBCUs, the study asked what conditions are in place at HBCUs that offer these women an uncommon space of authenticity, while simultaneously supporting a privilege system that could potentially silence different religiously-identified students. I address implications in regards to diversity at HBCUs.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
