What is it about?
Global conversations about racial inequities have grown significantly, including in the United Kingdom. These conversations include conversations about the impact of colonialism and its legacy, including in higher education institutions. This article reflects on the experience of teaching an undergraduate module in Politics and International Studies about the impact of colonialism and its legacy from a Black Bahamian male perspective. It highlights how reflections as a practice, deliberately choosing examples from non-white contexts, and using meaningful feedback can be used in the delivery and design of teaching for a decolonising of the classroom.
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Why is it important?
As higher education institutions consider ways to decolonise, teachers must be deliberate in the tools and techniques used to enact necessary change.
Perspectives
It was humbling to reflect on my teaching practice and share the ways I worked to decolonise the classroom experience for my students.
Dr Francis K. Poitier
University of Leeds
Read the Original
This page is a summary of: Designing and delivering teaching to facilitate a decolonising of the classroom: reflections from a Black Bahamian male, Journal of PGR Pedagogic Practice, October 2022, University of Warwick,
DOI: 10.31273/jppp.vol2.2022.1226.
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