An Emergent Epistemic Framework for Insurgent Educators: A Grounded Theory to Decolonize Texas Humanities Curricula

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Interdisciplinary Decolonial Theories, Pedagogies, and Praxes (Table 21)

Abstract

This grounded theory study focuses on creating a framework for decolonizing the Texas humanities curriculum. The researchers worked with three teachers who exhibited tacit decolonial knowledge and a propensity towards epistemic insurgence (Dominquez, 2001; Bailon & De Lissovoy, 2019) in their practices. We sought to understand how they described their teaching, their understanding of decoloniality and coloniality, and how they engaged with curriculum creation and delivery. Themes which emerged from the study included the teachers’ intentional centering of marginalized voices and problematizing settler colonialism, exploring alternate modes for presenting and assessing knowledge, and intentional community engagement. This study’s scholarly significance is that it provides a framework to help educators decolonize their prescribed curriculum.

Authors

• Kelsey Leigh Stokes, Baylor University

• Tony Lee Talbert, Baylor University