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Knox College Faculty Development Resources
Butterwick, Shauna, and Jan Selman. “Embodied Knowledge and Decolonization: Walking with Theater’s Powerful and Risky Pedagogy.” New Directions for Adult and Continuing Education, no. 134 (January 1, 2012): 61–69.
Available via EBSCO.
From the article: "We aim to discuss not merely how theater and embodied activities contribute to a remembering and naming of oppression but also how these processes may be facilitated in such a way as to generate new knowledge that leads to enfranchisement and action"
Hillman, Matty, Kristy Dellebuur O’Connor, and Jennifer White. “Reckoning with Our Privileges in the CYC Classroom: DeCentring Whiteness, Enacting DeColonial Pedagogies, and Teaching for Social Justice.” International Journal of Child, Youth & Family Stud
Available via ProQuest.
From the abstract: "As three white educators working in three different post-secondary contexts, teaching child and youth care (CYC) to diverse undergraduate students, we are interested in exploring the ethical, political, and pedagogical challenges and opportunities of creating learning spaces that can support concrete actions towards decolonizing praxis, social justice, and collective ethics."
Mahabeer, Pryah. “Curriculum Decision-Makers on Decolonising the Teacher Education Curriculum.” South African Journal of Education 38, no. 4 (November 1, 2018).
From the abstract: "Through Pinar's method of currere, this paper demonstrates curriculum decision-makers' thinking about decolonising the curriculum. While some curriculum decision-makers perpetuate Western ways of thinking about the curriculum, others make a shift in their thinking towards a 're-humanising' approach to the curriculum. The present study maintains that curriculum decision-makers are catalytic agents, and are neither complacent nor at the mercy of Western knowledge and ideologies." Note: Although this article is specific to South Africa, it does appear to be useful for Ed Studies.
Mawhinney, Lynnette, Tabitha Dell’Angelo, Mariah Yessenia Alston, Megan Gerity, Melissa Katz, and Angelica Vanderbilt. “Hope and Struggle to Decolonize the Preservice Teachers’ Mind: An Urban Teacher Education Program History.” Review of Education, Pedago
From the abstract: "This paper focuses on addressing the development of the urban teacher education program and some of the roadblocks and challenges of trying to decolonize the mind at a Predominantly and Historically White Settler Institution, otherwise known as a PWI. The advent of the program and the struggles to support and sustain a justice-oriented program within this space are discussed. The authors then unpack their experiences of decolonization within the conceptual model of the program."