Decolonize the classroom? We recognize that this angle might be jarring to some who might think of colonization as an antiquated process and therefore not understand the need to “decolonize”. However, it is important to examine the foundation and origins of our current institutional processes and customs before tackling how to reform them to result in a more diverse, just, and equitable learning environment. For example, we would examine the foundation of a house before adding upper floors. In the same way, we feel it is important to be inclusive, collective, and transparent about the factors that still influence our academic culture and can impede us from fully realizing our collective goal to build an anti-racist institution.
Intended Audience
Anyone who is a part-time or full-time lecturer, adjunct, teaching assistant, or faculty in any discipline at the under/graduate or doctoral level is the primary audience but all are welcome.
Learning Objectives
- Describe the academic colonial legacies that threaten JEDI institutional values;
- Define what it means to decolonize a classroom;
- Discuss hands-on examples of how to apply a decolonizing JEDI lens to the syllabus, course instruction, and learning assessments.