ABSTRACT

A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) student orientations to the past, b) student perspectives on present allocations of time and c) student orientations to the future. We argue that to deliver DCP effectively, educators need to engage the temporal aspects of DCP, particularly students’ temporal assemblages receiving and engaging with DCP. We suggest that future DCP research and enactments require probing the entangled timescapes underlying HE institutions, disciplines, classrooms, students’ lives, and past/future aspirations.

摘要

在非殖民化教学法和课程 (DCP) 的基础上，提供一个时间镜头（我们理解并与时间变化相关的方式）的一致尝试仍然缺乏。以学生抵抗为切入点，我们通过挖掘过去、现在和未来潜在 DCP 法规之间的纠葛来提供 DCP 的时间说明。我们从学生抵抗的三个特定时间角度探索塑造 DCP 的时间景观：a) 学生对过去的定位，b) 学生对当前时间分配的看法和 c) 学生对未来的定位。我们认为，为了有效地提供 DCP，教育者需要参与 DCP 的时间方面，特别是学生接受和参与 DCP 的时间组合。