ABSTRACT

For Pacific early career academics (PECA) in Aotearoa, there is a tension between the Indigenous knowledges inherited from our Pacific ancestors and those we have been taught within the western education system. As Pacific educators teaching an increasingly Pacific student-body, we have sought to define our own spaces within the lecture theatre where we can prioritize our knowledges and counter standard didactic western pedagogical practices. This paper is a collaboration from six PECA who use as a framework of analysis Andreotti et al.’s [Andreotti, Vanessa de Oliveira, Sharon Stein, Cash Ahenakew, and Hunt. Dallas. 2015. “Mapping Interpretations of Decolonization in the Context of Higher Education.” Decolonization: Indigeneity, Education & Society 4 (1): 21–40.] Cartography of Decolonization to discuss their decolonizing pedagogies. It will explore the successes and challenges faced in making this pedagogical shift, including stories from PECA who have struggled due to disciplinary concepts of what constitutes ‘knowledge’. It involves critical reflection on pedagogical praxis, asking throughout what can be considered decolonizing and whether it is indeed possible within the system of higher education in Aotearoa.

摘要

对于 Aotearoa 的太平洋早期职业学者 (PECA) 来说，从我们太平洋祖先那里继承的土著知识与我们在西方教育系统中教授的知识之间存在紧张关系。随着太平洋教育工作者教授越来越多的太平洋学生，我们试图在演讲厅内定义我们自己的空间，在那里我们可以优先考虑我们的知识和反标准的西方教学实践。这篇论文是来自六个 PECA 的合作，他们使用 Andreotti 等人的 [Andreotti、Vanessa de Oliveira、Sharon Stein、Cash Ahenakew 和 Hunt 作为分析框架。达拉斯。2015.“高等教育背景下非殖民化的映射解释”。非殖民化：土著、教育与社会4 (1): 21–40.]非殖民化制图讨论他们的非殖民化教学法。它将探讨在进行这种教学转变时所面临的成功和挑战，包括来自 PECA 的故事，他们因构成“知识”的学科概念而苦苦挣扎。它涉及对教学实践的批判性反思，自始至终询问什么可以被认为是非殖民化，以及在奥特阿罗阿的高等教育系统中是否确实有可能。