Decolonising learning development through reflective and relational practice
نویسندگان
چکیده
The Decolonising the Curriculum (DtC) movement questions very values we take for granted as learning developers. If our role is to develop academic literacies and support students succeed in curriculum it is, can developers be decolonisers? This opinion piece argues that should. It outlines where integrate DtC agenda into work through reflective relational practice. stresses importance of reflection about practitioners within a colonial Higher Education system relating individuals by their names breaking barriers participation with rapport community building activities.
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ژورنال
عنوان ژورنال: Journal of Learning Development in Higher Education
سال: 2022
ISSN: ['1759-667X']
DOI: https://doi.org/10.47408/jldhe.vi24.913