Abstract
In order for educational institutions to attain social justice and equity, we must challenge persistent and normative whiteness in higher education curriculum to include the voice of students of color. The dominant Eurocentric narrative present in higher education curriculum demands inclusive pedagogy in classrooms that create space for students to share their funds of knowledge and experience inclusion within an atmosphere of belonging. This chapter utilizes qualitative methodologies to decolonize the curriculum and craft such an inclusive space. It argues for ways to reshape knowledge production by encouraging diverse forms of learning and critical pedagogy that rest on a foundation of a multicultural curriculum. This decolonizing process must become an essential part of critical pedagogies within higher education curriculum that includes all cultures and knowledge systems in ways that recognize and frame students' funds of knowledge within the inclusive space of the classroom.
TopIntroduction
The persistent and normative whiteness of college curriculum may hinder the growth of a globally competent student. The average student’s overall abilities and experiences (funds of knowledge) are often shaped by the dominant narrative of a Eurocentric curriculum and the lack of inclusive pedagogy in classrooms (Ndofirepi et al., 2022). For example, the norm for most classroom examples and studies derives from a Eurocentric curriculum that portrays a White, male and heterosexual view as the dominant and acceptable view. This not only excludes the voices of people of color, women, and other often historically oppressed groups from the learning space, but it also shapes students' consciousness. It promotes the white, male, and heterosexual voice as the bar for learning. This chapter uses inclusive pedagogies to share strategies for decolonizing the curriculum of predominantly white institutions (PWI). Based on this approach, we will discuss ways to reshape knowledge production, using critical pedagogies and inclusive practices as intentional methods to create space for dialogue through a multicultural curriculum. This chapter envisions classroom settings where all cultures and knowledge systems are recognized and students’ funds of knowledge are embraced for a more inclusive classroom. It gives practical examples of how to include often excluded voices in the classroom by sharing inclusive practices as alternatives to the dominant Eurocentric narrative. Drawing from scholarship on Diversity, Equity, and Inclusion (DEI), and experiences teaching a Diversity in a Global Society course taught at a PWI, the chapter contributes to the discourse on decolonizing the curriculum as an essential route to achieving justice, peace and equity in global classrooms. In the constant struggle for justice and equity, building an inclusive classroom is vital and concepts of diversity, equity and inclusion must be practically incorporated based on the context. This chapter presents concrete examples and steps to building a global classroom for colleges, universities, and other educational institutions.
Key Terms in this Chapter
Assessment: Variety of methods or tools used by educators to evaluate, measure and document academic readiness, learning progress, skill acquisition or needs of students (Education Glossary).
Predominately White Institutions (PWIs): A university that has 50% or more students that identifies as white (U.S. Department of Education).
Inclusive Pedagogy: Refers to the ways that courses, classroom activities, curricula and assessments consider issues of diversity in an effort to engage all students in learning that is meaningful, relevant and accessible (Uchicago.edu).
Diversity: The practice of involving people from range of different social and ethnic backgrounds, different genders, and sexual orientation, etc. (Oxford Dictionary)
Sense of Belonging: A feeling of security and support when there is a sense of acceptance, inclusion, and diversity for members of a certain group (Cornell.edu).
Historically Black Colleges and Universities (HBCUs): Defined as colleges and universities founded to educate students of African American descent (Oxford dictionary).
Decolonization (in Education): The process of undoing colonizing practices by confronting and challenging the colonial practices that influenced education in the past (University of Victoria).