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230130 ||| eng |
| 020 |
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|a 9781350160040
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| 050 |
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4 |
|a LC191.9
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| 100 |
1 |
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|a Tran, D.
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| 245 |
0 |
0 |
|a Decolonizing university teaching and learning
|b an entry model for grappling with complexities
|c D. Tran
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| 250 |
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|a First edition
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| 260 |
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|a London
|b Zed Books
|c 2021, 2021
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| 300 |
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|a 1 online resource
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| 505 |
0 |
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|a What does it mean to decolonize teaching and learning? -- What is good development? -- The TRAAC model (Teaching approach, Relationship, Activity and Assessment, and Content) -- Bringing together materials for a decolonized curriculum -- Moving away from passive inclusivity -- Staff and student perceptions -- Delivery and power dynamics -- Implementing the TRAAC model across disciplines
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| 505 |
0 |
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|a Includes bibliographical references and index
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| 653 |
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|a Education, Higher / Aims and objectives
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| 653 |
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|a Colleges of higher education / bicssc
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| 653 |
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|a Education, Higher / Social aspects
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| 653 |
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|a Culturally relevant pedagogy
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| 653 |
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|a Education, Higher / Curricula
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b BECS
|a Bloomsbury Education and Childhood Studies
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| 500 |
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|a Mode of access: World Wide Web
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| 024 |
8 |
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|a 10.5040/9781350160040
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| 776 |
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|z 9781350216761
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| 776 |
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|z 1350160024
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| 776 |
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|z 9781350160040
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| 776 |
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|z 9781350160026
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| 776 |
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|z 9781350160033
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| 776 |
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|z 9781350160019
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| 776 |
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|z 1350160032
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| 856 |
4 |
0 |
|u https://doi.org/10.5040/9781350160040?locatt=label:secondary_educationAndChildhoodStudies
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 378
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| 520 |
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|a "Decolonizing University Teaching and Learning considers apprehensions around decolonizing and offers a summary of key arguments within critical discussion around its meaning and value through engagement with a growing body of literature. The contextually based and complex discussions concerning decolonization means one cannot be guided through the process in a particular way. Therefore, the text is not intended to be read as a handbook for decolonizing teaching and learning, nor is it an anthropologically oriented text. Drawing on Critical Race Theory, the book highlights the benefits of decolonizing teaching and learning for all students and staff. This book offers up the TRAAC model as an entry point for challenging conversations. By bringing together questions raised within existing scholarly discussions, the TRAAC model provides prompts to instigate deeper reflections around decolonizing by way of supporting colleagues to start a productive dialogue. Through these critically reflective and reflexive conversations, action-oriented discussions can simultaneously take place. The book includes contributions from authors based across a number of universities and disciplines. Reflecting on personal experiences, staff and student relationships, subject specific challenges, and wider issues within HE, the contributions are grounded in the employment of the TRAAC model as a mode of entry into discussing particular issues around decolonizing teaching and learning"--
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