ABSTRACT

Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students’ experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to dominant cultural perceptions, authority structures, and power relations. Using extracts of students’ texts and multimodal representations of cultural discourses, I focus on four ‘moments’ of intercultural learning: (1) the importance of connecting to history on one’s own terms; (2) how knowledge and experience shape our relationship to the land; (3) the need for uncomfortable and vulnerable spaces as potentially facilitating anti-racist/decolonial pedagogy; (4) the tensions around cultural appropriation in relation to teaching resources. In sharing these practical realizations of teaching in higher education I hope to contribute to the larger discussion of the possibilities and challenges of a decolonizing praxis.

摘要

教授一门侧重于对跨文化的批判性理解的研究生课程，为探索非殖民化教学实践提供了一个合适的空间。在这篇简短的论文中，我通过结合非西方知识体系来引起人们对主流文化观念、权威结构和权力关系的关注，从而审视了我自己尝试去殖民化学生跨文化学习体验的尝试。使用学生文本的摘录和文化话语的多模态表示，我关注跨文化学习的四个“时刻”：（1）以自己的方式与历史联系的重要性；(2) 知识和经验如何塑造我们与土地的关系；(3) 对不舒服和脆弱的空间的需求，因为它可能促进反种族主义/非殖民主义教学法；(4) 围绕与教学资源相关的文化挪用的紧张局势。在分享高等教育教学的这些实际实现时，我希望有助于对非殖民化实践的可能性和挑战进行更广泛的讨论。