Investigando Juntas: Desafiando el Pensamiento Colonial en Educación Superior y Más Allá
Palabras clave:
Decolonización, Indegenización, Privilegio blanco, Curriculum, Autoetnografía
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
Universities, whilst being seen as centres of knowledge creation, are also products of colonialism. This article focuses on an autoethnographic study undertaken by three White university teachers using reflective prompts to problematise our White positionality. We wished to better understand ourselves and our identities, the benefits we have gained from colonialism, and appropriate approaches we can take to facilitate decolonising curricula. We found that this self-interrogation and collaborative meaning making, while sometimes painful, provided an enriching and transformative opportunity for personal and professional development, and a starting point to listening to, working with, and enabling Indigenous peoples to undertake decolonising work. We then use this experience to suggest ways in which other teachers might engage in similar processes of critical self-reflection and self-development, towards disrupting colonial thinking in higher education and beyond.
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