Decolonizing Higher Education in Norway: Critical Collaborative Autoethnographic Reflections on a University Pedagogy Course
Globally, there is a trend in academic development to centralize the importance of decolonizing curriculum and pedagogical practice in higher education (HE). In Norway, despite internationalization, diversity and inclusion being highly regarded values in HE policy documents, efforts towards decolon...
Main Authors: | Fredrik Olsson, Sandra Fylkesnes, Jørgen Sørlie Yri |
---|---|
Format: | Article |
Language: | Danish |
Published: |
Cappelen Damm Akademisk NOASP
2024-03-01
|
Series: | Nordisk tidsskrift for pedagogikk og kritikk |
Online Access: | https://pedagogikkogkritikk.no/index.php/ntpk/article/view/5918 |
Similar Items
-
Autoethnographic reflections on the survival strategies of Zimbabwean migrant teachers
by: Kudzayi Savious Tarisayi
Published: (2023-12-01) -
To Be an Autoethnographer or Not to Be—That Is the Question
by: Lukasz Marciniak
Published: (2022-10-01) -
Exemplifying Collaborative Autoethnographic Practice via Shared Stories of Mothering
by: Patricia Geist-Martin, et al.
Published: (2010-01-01) -
Developing “Haltung” through autoethnographic reflections during supervisor training research
by: Carsten Hennig
Published: (2023-06-01) -
Criticality and English Language Education: An Autoethnographic Journey
by: Raúl Alberto Mora
Published: (2021-10-01)