Toward Decolonizing and Culturally Responsive Pedagogies

Session Type: Symposium

Abstract

Globally, all nations are contending with serious tensions related to increasing cultural diversity. Importantly though schools are both affected by these pressures, but also provide spaces for skilful intervention. The symposium takes up the global interest in the adoption of culturally responsive pedagogies (CRP) as a framework for redesigning curriculum and pedagogy for cultural diversity. The key point of departure for this symposium is advocacy for a decolonising version of culturally responsive pedagogy. In this symposium we share research from Cyprus, Australia and the USA, and bring a variety of conceptual frameworks, including Indigenist epistemologies, reconciliation pedagogies, decolonial love, post-colonial theory, and public pedagogy studies of Indigenous nations.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: Decolonization and the Next Hundred Years (The Desires of Curriculum)

Chair

• Robert James Hattam, University of South Australia

Papers

• The Long Road Toward Decolonial Love: Implications for Reparative Pedagogies - Michalinos Zembylas, The Open University of Cyprus

• Indigenous "Posthumanisms": Relational Sovereignty, "Country," and Decolonial Pedagogies - Daryle M. Rigney, Flinders University; Steve John Hemming, Flinders University; Simone Bignall, Flinders University

• Decolonization and Metaphor: Edward Said, Geopolitics, and Teachers as Amateur Intellectuals - Zeus Leonardo, University of California - Berkeley

• Toward a Decolonizing Australian Culturally Responsive Pedagogy? - Lester Rigney, University of South Australia; Robert James Hattam, University of South Australia

Discussant

• Bryan McKinley Jones Brayboy, Arizona State University