Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning
In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and kn...
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| Format: | Article |
| Language: | English |
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University of Calgary
2020-03-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
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| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/69848 |
| _version_ | 1818496151165337600 |
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| author | Kasturi Behari-Leak |
| author_facet | Kasturi Behari-Leak |
| author_sort | Kasturi Behari-Leak |
| collection | DOAJ |
| description | In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship. |
| first_indexed | 2024-12-10T18:29:39Z |
| format | Article |
| id | doaj.art-b31918995d5e4bbfb87b2755bf55d717 |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-12-10T18:29:39Z |
| publishDate | 2020-03-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-b31918995d5e4bbfb87b2755bf55d7172022-12-22T01:37:58ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872020-03-018110.20343/teachlearninqu.8.1.2Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and LearningKasturi Behari-LeakIn the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/69848epistemic disobediencedelinkingborder thinkingdecolonizedsocially just |
| spellingShingle | Kasturi Behari-Leak Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning Teaching & Learning Inquiry: The ISSOTL Journal epistemic disobedience delinking border thinking decolonized socially just |
| title | Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning |
| title_full | Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning |
| title_fullStr | Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning |
| title_full_unstemmed | Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning |
| title_short | Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning |
| title_sort | toward a borderless decolonized socially just and inclusive scholarship of teaching and learning |
| topic | epistemic disobedience delinking border thinking decolonized socially just |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/69848 |
| work_keys_str_mv | AT kasturibeharileak towardaborderlessdecolonizedsociallyjustandinclusivescholarshipofteachingandlearning |