Outras publicações
Deconstructing the classroom
Título Revista/Livro/Outro
International Conference - Decolonizing the Academy, Centre of African Studies, University of Edinburgh, 20-22 April 2016
Ano (publicação definitiva)
2016
Língua
Inglês
País
Reino Unido
Mais Informação
Web of Science®

Esta publicação não está indexada na Web of Science®

Scopus

N.º de citações: 12

(Última verificação: 2024-12-03 10:55)

Ver o registo na Scopus

Google Scholar

Esta publicação não está indexada no Google Scholar

Abstract/Resumo
The academic teaching model that is globally pursued and reinforced is one that ultimately derives from the European universities’ once intimate relationship with the Christian Church. Lecturing, tutoring, evaluating and seminaring are practices that were formed in accordance with both monastic and clerical traditional forms of immuring knowledge. The world over, lecturers abide to the practice of offering sermons to an expectedly obedient public, turning non-Western class rooms into misguided and misunderstood versions of lay masses. The widespread use of syllabuses and bibliographies add to a conception of the class room as the place where canon is learned (even if to be later questioned, but not necessarily deconstructed). Critically analysing and questioning the roots and meanings of this class-room tradition seems to be a necessary propaedeutic step in the process of decolonizing the academy.
Agradecimentos/Acknowledgements
--
Palavras-chave
African studies, higher studies teaching
  • Ciências Físicas - Ciências Naturais