Description
Book SynopsisDecolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically
Trade Review[Tran] shows readers what the benefits of decolonizing university teaching and learning are for students, faculty, and institutions as a whole. Bringing together contributions from a wide variety of scholars – from a range of disciplines including sports science and law – she provides the TRAAC model for teachers and practitioners to reflect upon classroom experiences and the student experience more broadly. PGCHE students, university teachers, and university communities at large would benefit from reading, and using, this book. * Rashi Rohatgi, Associate Professor of Education and the Arts, Nord University, Norway *
This volume approaches the challenging but important issues of decolonizing higher education with a refreshing trans-disciplinarity. The book's commitment to offering robust practical ideas makes it necessary reading not only for students and scholars but also for anyone involved in higher education administration, management and policy-making.
* Reza Gholami, Reader in Sociology of Education, University of Birmingham, UK *
Table of ContentsList of Figures Notes on Contributors Preface Acknowledgements Introduction 1. What does it mean to Decolonize Teaching and Learning? 2. What is Good Development?,
with contributions from Nelly Kibirige (London Southbank University, UK) and Bernadine Idowu-Onibokun (University of West London, UK) 3. The TRAAC Model (Teaching approach, Relationship, Activity and Assessment, and Content) 4. Bringing Together Materials for a Decolonized Curriculum,
with contributions from Jason Arday (Durham University, UK) and Joanne Dunham (University of Leicester, UK) 5. Moving Away From Passive Inclusivity 6. Staff and Student Perceptions,
with contributions from Ryan Carty (De Montfort University, UK), Rahma Elmahdi (Imperial College London, UK), and Emilie Fairnington (De Montfort University, UK) 7. Delivery and Power Dynamics 8. Implementing the TRAAC Model across Disciplines,
with contributions from Paul Breen (University of Westminster, UK), Anthony Cullen (Middlesex University, UK), Rahma Elmahdi (Imperial College London, UK), Peter Jones (University of Greenwich, UK), Savvas Michael (University of Law, UK), and Dawn Reilly (University of Greenwich, UK) Conclusion References Index
