ABSTRACT

In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at issues within the field of development and education in pluriversal ways. Our gestures toward decolonial pedagogy in the course were complicated by our own entanglements with coloniality as well as structural factors such as the context of Finland, where the colonial past is seldom addressed. Despite these contradictions and challenges, we aspire to continue thinking through decoloniality to decenter the dominant liberal frameworks within global education development.

摘要

在本文中，我们作为一门名为“以非殖民主义理论为基础的全球教育发展”课程的教师和研究人员，报告了我们对课程设计、其基本假设、期望、实施、成功和成功的自我批评和建设性对话的分析。需要改进。我们从课程开始就以去殖民化为中心，提出问题的二元思维，并鼓励我们的学生以多种方式看待发展和教育领域内的问题。由于我们自己与殖民主义的纠缠以及结构性因素（例如很少提及殖民历史的芬兰背景），我们在课程中对非殖民化教学法的态度变得复杂。尽管存在这些矛盾和挑战，