Decolonizing Online Pedagogy: Ways Forward and Persistent Challenges in Development Studies

• In Event: Promoting Justice and Equity in Online Learning Contexts

Abstract

Decolonizing the classroom has become an increasingly urgent goal of many academics, yet there are few pedagogical resources for how to do this in the online environment. This paper provides a set of strategic approaches, which can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on instructor focus groups and student surveys from the synchronous, online xxxx Program at xxxx University. Six pedagogical approaches are described in terms of their successes and remaining challenges: building community; learning from each other and co-creating knowledge; opening spaces for participation; de-centering Western voices and epistemologies; focusing on the critical thinking, reflection and action cycle; and creating connection in virtual spaces.

Authors

• Emily Van Houweling, Regis University

• Cristin Jensen Lasser, Denver Public Schools

• Nina Miller, Regis University