Introduction
In the insightful research article Shahjahan, Estera, Surla, & Edwards (2021) present a detailed examination of the concept of decolonization in the realm of better education. Drawing from a worldwide corpus of literature on the subject, their purpose is to deeply evaluate the idea of decolonization as it applies to numerous educational disciplines and college settings worldwide. Importantly, their studies engage in an extensive integrative overview throughout multiple institutional, disciplinary, and countrywide contexts, thereby incorporating a critical geopolitical angle into the discourse. Diverging from other research, Shahjahan et al. They evaded presenting a predetermined set of excellent practices for decolonization. Instead, their recognition is on stimulating essential thinking, fostering speech and reflexivity, and highlighting the vital significance of context-precise procedures in decolonizing practices.
Summary
Shahjahan et al. (2021) launched into a comprehensive literature overview, unveiling three critical topics: the definitions of decolonization, the mechanisms of accomplishing decolonization, and the challenges intrinsic to this journey. They confirmed that their unique contextual occasions usually decide the interpretations, actualization, and barriers of decolonization. The studies group highlighted a considerable communique and collaboration hole amongst pupils from numerous disciplines and geographical areas in know-how and theorizing decolonization. They made a sturdy case for a collective, interdisciplinary initiative to untangle the complexities of decolonizing higher education. As a forward-thinking proposition, they advised creating a selected subject or field committed to decolonial studies.
Analysis
Shahjahan et al. (2021) focused on a vast target audience and educators, scholars, students, administrators, and policymakers in higher schooling. They articulated their findings correctly using critically reviewing a significant body of literature and identifying trends and research gaps. They substantiated their claims with profound studies, presenting an understanding of DCP. The analysis correctly addressed the complicated difficulty of decolonization, yet a more detailed exploration of practical implications and real-world examples ought to have further enriched the object. This additional consciousness should have provided a helpful lens, including depth to the theoretical examination of decolonization efforts.
Personal Application
This scholarly article illuminates a pathway for knowledge and engaging with the decolonization of curriculum and pedagogy in higher education. The key takeaways include context’s significance in DCP and the need for ongoing reflexive dialogue. As my teaching career progresses, I plan to identify actively and significantly study any colonial impacts embedded in my curriculum and teaching methods. Inspired by this research, I will prioritize interdisciplinary cooperation and significant speak with my friends from various academic disciplines. This approach aligns with the study’s emphasis on collaboration as a vital factor of decolonization.
Conclusion
The research performed by Shahjahan et al. (2021) provides an exhaustive evaluation of the decolonization procedure for better education, underscoring the need for context-sensitive DCP implementation. While the study’s intensity and insights are excellent, it could have won from a more extensive exploration of practical implications. Nonetheless, the findings of this study provide valuable direction for fostering reflexivity, encouraging communication, and nurturing interdisciplinary partnerships in higher education. The proposition to create a distinct field dedicated to decolonial studies provides an attractive detail to the dialogue. This innovative idea promises future improvements in the journey toward decolonizing better education.
References
Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T. (2021). “Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts. Review of Educational Research, 92(1), 003465432110424. https://doi.org/10.3102/00346543211042423
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