Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

中文翻译：

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倾听并处理其他问题。后殖民主义的高等教育教学法

后殖民主义教学法邀请学术教学人员创造一种情况，在这种情况下，批判性地反映知识生产的霸权模式，并经历了（西方）学术界的纪律社会化成员的纠缠。在文化音乐学及其分析对教学的影响的背景下，这种后殖民主义方法已被应用于研讨会。在本文中，与Bildung的概念，关于个人学习的理论（在高等教育中）以及课程国际化的当前过程有关，对伴随研究的结果进行了介绍和讨论。在整个论证中，我将展示后殖民主义教学法如何导致建构异性，以及为什么在将这种方法应用于大学教学时同时构成最大的挑战和最大的回报。除此之外，本文还介绍了后殖民主义教学法的定义，并提出了一些建议，以促进其在高等教育中的实施。