Navigating Decolonial Teaching in a Colonial Institution: How Faculty Manage and Facilitate Decolonial and Critical Learning within American Colleges and Universities

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Title Navigating Decolonial Teaching in a Colonial Institution: How Faculty Manage and Facilitate Decolonial and Critical Learning within American Colleges and Universities
Creator Elhom Gosink
Subject Decolonial; critical; faculty; higher education; critical education; MACL
Description Faculty navigate extremely complex hegemonic systems of oppression while working to undermine those very same systems. The role of critical and decolonial faculty then is not to separate themselves from the problems within higher education, but rather use their positions to plant doubt within their students, teach them alternative methods and knowledges, and examine their own complacency and resistance to the very institutions they work within. This article explores the ways faculty mitigate their disenchantment with the system to maintain their joy of teaching, the impact of structural exhaustion, administrative support or hostility, and the strength of community in sustaining challenging work.
Publisher Westminster College
Date 2021-05
Type Text; Image
Language eng
Rights Management Digital Copyright 2021, Westminster College. All rights Reserved.
ARK ark:/87278/s6d56mz7
Setname wc_ir
Date Created 2021-06-28
Date Modified 2021-06-28
ID 1703758
Reference URL https://collections.lib.utah.edu/ark:/87278/s6d56mz7
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