Knox College Faculty Development Resources
See the special issue of Critical African Studies, Volume 12, Issue 3 (2020) on the theme "Decolonizing African Studies." See the table of contents.
Charles, Marie. 2019. “Effective Teaching and Learning: Decolonizing the Curriculum.” Journal of Black Studies 50 (8): 731–66.
Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged
histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students’ affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over n intense 4-month period, used the researcher’s reframed units of change.
Lomotey, Nakon, Leah Lomoki. 2018. “Du Bois’s Decolonial Pragmatism: Teaching Community Psychology Toward Epistemological Liberation.” American Journal of Community Psychology 62 (3/4): 364–73.
Abstract: Highlights: Investigates the epistemological and methodological import of subjugated academic knowledgesContributes to the history of decolonial and African‐American scholarship in the United StatesAnalyzes epistemic ethics in Community Psychology toward building a pedagogy of liberation In this essay, I query the exclusion of scholars of color such as W. E. B. Du Bois's from the intellectual history of Community Psychology in America and propose integrating their work in formal curricula as an act of epistemological liberation. First, I compare Community Psychology's reliance on the pragmatism of William James and John Dewey to the lingering unfamiliarity with the decolonial pragmatism of Du Bois. I then engage Du Bois's methodological treatise "The Study of Negro Problems" as an example of epistemic disobedience and first wave decolonial thought in the social sciences. I further suggest his work serves as viable pedagogical tool to investigate bias in knowledge production, the importance of investigating subjugated knowledges, and early approaches to decolonial scholarship in the United States.