ABSTRACT Student-led movements have called for the decolonization of the Higher Education (HE) system in the UK, as well as elsewhere. Much of the onus within British geography has been on decolonizing geographical knowledges, recognizing the role of the discipline in the colonial project. This paper expands on these literatures by examining how work on critical pedagogies can deepen the decolonizing agenda within geography. In other words, it is not only what we teach that matters, but how. Using the perspectives of undergraduate geography and international development students at the University of Sussex taking a module entitled “Decolonial Movements”, I reflect on how to decolonize the way the subject is taught within the classroom. I make six tentative suggestions: ensuring a diversity of teaching staff, not just reading lists; enabling decolonial pedagogies; encouraging social justice, liberation and decolonization; using creative and innovative teaching tools; decolonizing assessment criteria; and embedding decolonization across the curriculum. To be clear, the aim is not to produce any kind of standardized curriculum but to spark debate over meaningful forms of decolonizing pedagogies in undergraduate geography, as well as to reflect on some of the challenges of implementing a decolonizing praxis within UK universities.

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本科地理学中的非殖民化教学法：学生对非殖民运动模块的看法

摘要 学生主导的运动呼吁英国和其他地方的高等教育 (HE) 系统非殖民化。英国地理学的大部分责任都在于地理知识的非殖民化，承认该学科在殖民项目中的作用。本文通过研究批判性教学法的工作如何深化地理学内的非殖民化议程，对这些文献进行了扩展。换句话说，重要的不仅是我们教什么，还有如何教。使用苏塞克斯大学地理和国际发展本科学生的观点，参加一个名为“非殖民运动”的模块，我反思了如何在课堂上对这门学科的教学方式进行非殖民化。我提出六点初步建议：确保教学人员的多样性，而不仅仅是阅读清单；支持非殖民化教学法；鼓励社会正义、解放和非殖民化；使用创造性和创新的教学工具；非殖民化评估标准；并在整个课程中嵌入非殖民化。明确地说，目的不是制定任何类型的标准化课程，而是引发关于本科地理学中有意义的非殖民化教学形式的辩论，以及反思在英国大学内实施非殖民化实践的一些挑战。