ABSTRACT

Since the colonial era, Latin American universities have been subjected to narratives about what it means to be a university. Drawing on the concept of coloniality, this paper examines curricular and teaching practices in higher education that aim to decolonise Latin American universities, a particular topic that has been under-investigated. By means of a systematic literature review and a thematic analysis, 40 papers authored by at least one scholar affiliated to a Latin American university were examined. The analysis identified three levels of educational practices (macro, meso and micro) that revolve around the principle of intercultural indigenous education. Further, six essential criteria (cultural, epistemological, relational, ecological, economic, political) in decolonising university education are proposed. The paper concludes by offering insights about decolonising curricula and teaching practices in universities and the ways in which decolonial educational initiatives based on critical border thinking and socialisation of power might transform Latin American universities.

摘要

自殖民时代以来，拉丁美洲的大学一直在谈论成为大学意味着什么。本文借鉴殖民主义的概念，研究旨在使拉丁美洲大学非殖民化的高等教育课程和教学实践，这是一个尚未得到充分研究的特定主题。通过系统的文献综述和专题分析，对至少一名拉丁美洲大学附属学者撰写的 40 篇论文进行了审查。分析确定了围绕跨文化土著教育原则的三个层次的教育实践（宏观、中观和微观）。此外，提出了非殖民化大学教育的六个基本标准（文化、认识论、关系、生态、经济、政治）。