Decolonizing International Education - Lit Review for Thesis (Good…
Decolonizing International Education - Lit Review for Thesis
Writings on Green School
Systems resistance to change (and process) (Palmer)
Student as Customer (Illich)
assimilation vs pluralism
Story in writing (morris)
development workers and locals come from oppressed social groups and have to work with their oppressors (Nic a Bháird)
"entitlement, gratitude and dependence" (Nic a Bháird)
Civilizing mentality (Madden)
Who says what is "true" Madden
PACE (as a tool) (Tom)
Educating from the margins (bell hooks)
Voluntary and involuntary minorities
outer and inner reaches of colonialism (Asher)
Structures of silence (Housee)
Systems & community (Ogbu)
Frame of reference (Ogbu)
Itl' school context
foreign has no meaning
fennes and hapgood continuum
Good teachers are good for whom? (Illich)
What knowledge is true (palmer)
What value do teachers create?
what value do students create?
how does ped influence substance
how do we disentangle capitalist ideals from schooling?
How do we show our values through schooling?
How does the view of the “student as customer” change the way that we approach curriculum, teaching, and connection?
Is there a good tool for finding and acknowledging blind spots in teaching and learning that students and teachers could use together?
Does flattening the hierarchy between teacher and student decrease the problems related to western education?
How can we make education less “violent” in terms of its negative effects on students, and more violent in its ability to break down barriers and systemic oppression?
Is collectively-created curriculum (and the related trust that is required in teachers) a good way to decolonize international education?
How do we determine cultural backgrounds for studying students in international contexts when nationhood, religion, and ethnicity are all so fluid at this point in history?
How do we support students identities and values in multicultural education? Who determines the values that we want to instill? How do we measure this?
How can I support the voices in the room that feel like they don’t have the right to be heard?
how do we measure the impact of western international education on our students? By what metrics to we determine the success of a school or curriculum? Where should our focus be, when so often we are only looking at university admissions and “critical thinking skills”?
What “outcomes” are we looking for from our schools? University placement? Happiness? Empathy? Critical thinking? Rote memorization?
Are we learning about different ways of knowing and different experiences from an “Othering” perspective, or are we attempting to live the stories of marginalized groups? (Basically, are we tokenizing?)
Is what I’m doing reinforcing or combatting dominant power structures?
Whose way of knowing does what I’m doing best fit with? Is this lesson/activity/assessment incorporating different cultural perspectives and knowledge?
How do we encourage stories and conversations in our classrooms and communities without shifting the burden of educating to the oppressed groups?
Define colonization & international & multicultural & intercultural
Violence (Damage) caused by int'l ed
Pedagogical approaches (CONTINUUM?)
Reflective practitioner (Illich)
Place-based ped (Sommerville)
Shared stories (Morris)
Diologic education (Friere)
Naming their world and interrogating their reality (Friere)
remember resist reimagine Housee
Service assignment - activating - doing feminism (Housee)
Culturally relevant pedagogy (Ladson-Billings)
Transformative autonomy (Nel)
Accessibility and democratization of policy docs (Nel)
Participative partnership (Nic a Bháird)
Local wisdom to support curriculum (Friere)
Do we need to throw the whole idea of schooling out the window - Pluralist/abolitionist model of ped (Anderson)
Do we need to go back? Capitalist factory
Create a culture of gratitude within teaching and learning communities
Empower all stakeholders (students, teachers, admins) to participate in decision making processes and allow education to reflect their reality
Provide professional development support to teachers and get out of their way
Support teachers’ mental health and personal well-being (combat isolation)
Selfhood as legitimate (Palmer)
Thoughts on other papers
Us & them (asher)
clear outside position of paper writer
cold and othering (ogbu)
looking at all stakeholder groups rather than in isolation (Madden)
Letting participants shape the research (Madden) (B. Brown)
Sharing in a way that is in line with the participants - storytelling (Madden
Language that validates their home culture and reality (Friere)
Look at our own biases and agendas (Asher)
research on vs with (Madden)