Introduction We start Day 1 by establishing a foundation for how to approach teaching using an anti-colonial framework and exploring what that means for each of us, given the unique social identities that we bring to our classrooms. Learning Goals Read Although there is a wealth of online resources addressing diversity, equity, and inclusion in […]
Category: Syllabus Challenge
Introduction On Day 1, we reflected on what it means to approach our teaching with an anti-colonial framework and how our social identities shape our interactions with our students. Central to our anti-colonial efforts is examining and questioning power (see Day 1). Inequitable power is problematic in teaching-learning spaces because it perpetuates the status quo […]
Introduction On Day 2, we learned about racism, power, and privilege. At times, it can be difficult to identify these colonialist dynamics. Yet, their harmful influence continues to pervade our classrooms. One way to limit their influence in our classrooms is by reflecting on, deconstructing, and rebuilding our teaching philosophies. A teaching philosophy or teaching […]
Introduction Thank you for continuing to work towards building an anti-colonial educational psychology. You have examined instructor-specific statements in course syllabi using an anti-colonial lens. We now turn our attention to institution-specific statements. In this next section, we will examine institution-specific land acknowledgment statements, reflecting on their history and intended purpose. It is essential to […]
Introduction Throughout the Syllabus Challenge, we have reflected on anti-colonial and anti-racist perspectives, the way power and privilege can manifest in our syllabi, our teaching philosophies, and institutional statements included in our syllabi. Today’s Syllabus Challenge content asks us to consider how we might integrate anti-colonial and anti-racist perspectives in our learning objectives and course […]