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DECOLONISING THE CURRICULUM

Module code: EDF633
Credits: 5
Semester: 2
Department: FROEBEL EDUCATION
International:
Coordinator: Aoife Titley (FROEBEL EDUCATION)

	Overview
	This interdisciplinary elective module will support students to reflect on complex global issues such as decolonisation, ethnocentrism, stereotyping and the ethics of representation; as well as concepts such as power, privilege and solidarity. Multiple perspectives will be infused into teaching and learning by drawing on a range of theorists from the Global South, and scholars from other under-represented backgrounds. Co-teaching will be adopted as a signature pedagogy of the module and guest lecturers from minoritized backgrounds will feed into particular sessions. � What do we mean by decolonising the curriculum? � Anti-racism: Ethnocentrism, �othering� and privilege � Charity versus justice approaches � Active unlearning and a pedagogy of discomfort � Supporting students to take meaningful action � Representation of the Global South in the curriculum

Overview

This interdisciplinary elective module will support students to reflect on complex global issues such as decolonisation, ethnocentrism, stereotyping and the ethics of representation; as well as concepts such as power, privilege and solidarity. Multiple perspectives will be infused into teaching and learning by drawing on a range of theorists from the Global South, and scholars from other under-represented backgrounds. Co-teaching will be adopted as a signature pedagogy of the module and guest lecturers from minoritized backgrounds will feed into particular sessions.

� What do we mean by decolonising the curriculum?
� Anti-racism: Ethnocentrism, �othering� and privilege
� Charity versus justice approaches
� Active unlearning and a pedagogy of discomfort
� Supporting students to take meaningful action
� Representation of the Global South in the curriculum

	Learning Outcomes
	On successful completion of the module, students should be able to: Challenge dominant educational discourse and thinking in relation to teaching and learning about the Global South. Critically reflect on their own assumptions, biases and privileges about their pedagogical choices when enacting meaningful global citizenship education. Become familiar with tailored methodologies for the critical examination of teaching materials and resources used in the classroom. Enhance their competence and confidence in integrating global citizenship education content and methodologies across all levels of the primary and post-primary curricula.

Learning Outcomes

Teaching & Learning methods

Assessment

	Additional Reading
	• O’Toole, B., Joseph, E. & Nyaluke, D. (2020). Challenging perceptions of Africa in schools: Critical approaches to global justice education. London: Routledge. • Boler, M. (1999). A pedagogy of discomfort. London: Routledge.

	Timetable
	This timetable is not currently available, please contact the Froebel Education Department.

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DECOLONISING THE CURRICULUM