Reimaging Community-Based Inquiries and Decolonizing Knowledge Production in Transnational Contexts

Session Type: Symposium

Abstract

This session brings together community-based inquiries in transnational contexts that draw from critical theories of education, especially postcolonial and decolonial theories, to examine how schooling as an institution creates and maintains inequities for students from historically marginalized communities and how teachers and communities effectively work to disrupt educational inequities. Central to all the papers is an emphasis on advancing theory and practice to challenge longstanding educational inequities. Therefore, this session’s goal is to call for robust accounts of the role that schools and communities play in transforming and broadening the parameters of educational and social membership, as well as drawing upon epistemologies and marginalized knowledges to challenge the Eurocentric knowledge production and to forward decolonizing alternatives.

Sub Unit

• SIG-Decolonial, Postcolonial, and Anti-Colonial Studies in Education

Chair

• Min Yu, Wayne State University

Papers

• Countering Colonialism: Elder Epistemologies and an Indigenous Praxis of Community and Belonging in Schools - Sandra M. Gonzales, Wayne State University

• A Harmony-Based Approach to Multiculturalism in Taiwan's Schools - Lisa Yiu, Stanford University

• Critically Seeing Students: Relationships, Struggle, and Community Wisdom as Pathway to School Belonging - Christina P. DeNicolo, Wayne State University; Jennie L. Khalil, Wayne State University

• Gender, Class, and Community Mobilization for Education in China's Migrant Communities - Min Yu, Wayne State University

Discussant

• Roland Sintos Coloma, Wayne State University