Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives
<p class="first" id="d596545e95"> Collaborative online international learning (COIL), also known as ‘telecollaboration’ or ‘virtual exchange’ among other terms, has been employed as a strategy for internationalisation of the curriculum in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2022-05-01
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| Series: | Film Education Journal |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/FEJ.05.1.04 |
| _version_ | 1797896088798101504 |
|---|---|
| author | Armida de la Garza Cliona Maher |
| author_facet | Armida de la Garza Cliona Maher |
| author_sort | Armida de la Garza |
| collection | DOAJ |
| description | <p class="first" id="d596545e95">
Collaborative online international learning (COIL), also known as ‘telecollaboration’
or ‘virtual exchange’ among other terms, has been employed as a strategy for internationalisation
of the curriculum in various disciplines for several years, but the COVID-19 pandemic
has provided renewed impetus. This article argues that it can offer an effective means
to decolonise approaches to teaching film studies through South–North collaborations.
In brief, COIL is a pedagogical approach that holds that ‘learning takes place through
a distributed network of connections to other people and their resources, and formal
and informal educational assets in the public domain’ (
<a class="xref-link" href="#r11">Reo and Russell, 2015</a>: 64). In this article, we argue that a COIL approach with a South–North focus, partnering
with a higher education institution in Latin America, would provide unique opportunities
to decolonise the film curriculum, given the features of COIL. In 2020, two universities
in Mexico, one in Brazil and one in Colombia founded the Latin American Network for
COIL. To date, it comprises 135 institutional members, some of which have students
from Indigenous backgrounds and are already actively engaged in decolonising the curriculum.
Our article proposes ways to take this forward.
</p> |
| first_indexed | 2024-04-10T07:37:14Z |
| format | Article |
| id | doaj.art-f2c15638749b40279c7b8bf0441e67fc |
| institution | Directory Open Access Journal |
| issn | 2515-7086 |
| language | English |
| last_indexed | 2024-04-10T07:37:14Z |
| publishDate | 2022-05-01 |
| publisher | UCL Press |
| record_format | Article |
| series | Film Education Journal |
| spelling | doaj.art-f2c15638749b40279c7b8bf0441e67fc2023-02-23T12:38:43ZengUCL PressFilm Education Journal2515-70862022-05-015344010.14324/FEJ.05.1.04Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiativesArmida de la GarzaCliona Maher<p class="first" id="d596545e95"> Collaborative online international learning (COIL), also known as ‘telecollaboration’ or ‘virtual exchange’ among other terms, has been employed as a strategy for internationalisation of the curriculum in various disciplines for several years, but the COVID-19 pandemic has provided renewed impetus. This article argues that it can offer an effective means to decolonise approaches to teaching film studies through South–North collaborations. In brief, COIL is a pedagogical approach that holds that ‘learning takes place through a distributed network of connections to other people and their resources, and formal and informal educational assets in the public domain’ ( <a class="xref-link" href="#r11">Reo and Russell, 2015</a>: 64). In this article, we argue that a COIL approach with a South–North focus, partnering with a higher education institution in Latin America, would provide unique opportunities to decolonise the film curriculum, given the features of COIL. In 2020, two universities in Mexico, one in Brazil and one in Colombia founded the Latin American Network for COIL. To date, it comprises 135 institutional members, some of which have students from Indigenous backgrounds and are already actively engaged in decolonising the curriculum. Our article proposes ways to take this forward. </p>https://uclpress.scienceopen.com/hosted-document?doi=10.14324/FEJ.05.1.04 |
| spellingShingle | Armida de la Garza Cliona Maher Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives Film Education Journal |
| title | Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives |
| title_full | Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives |
| title_fullStr | Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives |
| title_full_unstemmed | Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives |
| title_short | Decolonising the film curriculum through South–North collaborative online international learning (COIL) initiatives |
| title_sort | decolonising the film curriculum through south north collaborative online international learning coil initiatives |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/FEJ.05.1.04 |
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