Culturally Sustaining Pedagogy for Filipinx Decolonial Education

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Discomforts Toward Reconciliations in Higher Education: Critical Perspectives

Abstract

In this paper, I investigate the question "How do Filipinx undergraduates participate in a classroom-based decolonial education process?" I use the framework of culturally sustaining pedagogies (CSP) and Filipinx "decolonization" to inquire into the ways in which decolonial classes for Filipinx students can be designed and improved. I use three appreciative case studies to highlight the potentials of CSP in informing curricular design and pedagogy for other decolonial undergraduate courses. I provide narratives on how students experienced curricular and pedagogical frameworks in a Filipinx decolonial course as well as examples of the importance of creating spaces where students can be their whole selves.

Author

• Kriya Issa Anguluan Velasco, University of Washington - Seattle