Researching TogetherDisrupting Colonial Thinking in Higher Education and Beyond

  1. Tangney, Sue
  2. Mooney, Julie A.
  3. López, Ana Luisa
Revista:
Revista internacional de educación para la justicia social (RIEJS)

ISSN: 2254-3139

Año de publicación: 2024

Título del ejemplar: Educación para la Justicia Ambiental: Trabajar desde las Aulas la Formación de una Ciudadanía Activa

Volumen: 13

Número: 1

Páginas: 303-319

Tipo: Artículo

DOI: 10.15366/RIEJS2023.13.1.017 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista internacional de educación para la justicia social (RIEJS)

Resumen

Las universidades, aunque se consideran centros de creación de conocimiento, también son producto del colonialismo. Este artículo se centra en un estudio autoetnográfico llevado a cabo por tres profesoras universitarias blancas que utilizamos pautas reflexivas para problematizar nuestra posición. Nuestro objetivo es comprendernos mejor a nosotras mismas y nuestras identidades, los beneficios que hemos obtenido del colonialismo y los enfoques apropiados que podemos adoptar para facilitar la descolonización de los planes de estudio. Consideramos que este autointerrogatorio y esta búsqueda colaborativa de significados, aunque a veces doloroso, constituyen una oportunidad enriquecedora y transformadora para el desarrollo personal y profesional, y un punto de partida para escuchar a los pueblos indígenas, trabajar con ellos y permitirles emprender una labor descolonizadora.  Seguidamente, utilizamos esta experiencia para sugerir formas en las que otros y otras profesoras pueden participar en procesos similares de autorreflexión crítica y autodesarrollo, con el fin de desbaratar el pensamiento colonial en la educación superior y más allá.

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Fuente de los datos: Dialnet