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  1. Aug 2021
  2. www.criticalethnicstudiesjournal.org www.criticalethnicstudiesjournal.org
    Do Not ‘Decolonize' . . . If You Are Not Decolonizing: Progressive Language and Planning Beyond a Hollow Academic Rebranding — Critical Ethnic Studies
    3
    1. clairelhay 04 Aug 2021
      Diversify your syllabus and curriculum Digress from the cannonDecentre knowledge and knowledge productionDevalue hierarchiesDisinvest from citational power structures Diminish some voices and opinions in meetings, while magnifying others

      These "D's" have got me thinking about the broader conversation around inclusivity and decolonizing. Being in Canada, decolonization has a very particular meaning, but that it is much broader than I have previously considered. We have a responsibility to decolonize in the broadest sense in all the work that we do.

    2. clairelhay 04 Aug 2021
      So, my humble suggestion, till you are actually willing and able to do the work of decolonizing the structures you (and even me) benefit from currently, let us think of better words to do what we are actually doing.

      Yes...my Indigenous colleague reminds me that to Indigenize my work means I have to decolonize the self and that work must come first.

    3. clairelhay 04 Aug 2021
      Between the individual struggles and systematic dogma, is the troubling paradigm where academic structures and powers co-opt the struggles as their own – but contribute little to the cause.

      I see this in the context of decolonization and Indigenization at universities in Canada. With the Truth and Reconciliation Calls to Action, universities are publicly stating they are making moves towards reconciliation but sometimes I wonder what the real actions are.

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    criticalethnicstudiesjournal.org/blog/2019/1/21/do-not-decolonize-if-you-are-not-decolonizing-alternate-language-to-navigate-desires-for-progressive-academia-6y5sg
  3. jime.open.ac.uk jime.open.ac.uk
    Framing Open Educational Practices from a Social Justice Perspective
    5
    1. clairelhay 03 Aug 2021
      It is “like all of Open, a work in progress, powered by the diversity of teachers and learners who participate”

      This idea that Open is a work in progress is inspiring, We often think of teaching as a means to an end; that when a course is designed it never changes. But Open challenges that notion by recognizing that it is always different based on those who intersect with a particular course.

    2. clairelhay 03 Aug 2021
      This assignment is thus a process-oriented and student-centered OEP with a clear pedagogical purpose of promoting student learning and ownership and agency over the learning process.

      This should be the goal of any assessment.

    3. clairelhay 03 Aug 2021
      Cultural injustice if it involves giving access to those who could not otherwise access the learning experience, while redesigning the learning experience with those minorities in mind, recognizing their culture in it, or going further to address the root causes of cultural misrecognition with re-acculturation

      I am thinking here of the Indigenous students who attend pse and have to adapt to the culture of the university. What if we design the experiences with them so that the culture of learning reflects their own ways of knowing and being. For example, centering learning around the 4R's of respect, relevance, reciprocity and responsibility.

    4. clairelhay 03 Aug 2021
      open pedagogy

      Does anyone have a definition of this? I am intrigued as to what this would look like in the classroom.

      Now I've found the definition but I am still confused. Is it building knowledge through active engagement with ideas, tools where that knowledge is publicly presented?

    5. clairelhay 03 Aug 2021
      open education is not limited to OER alone: “It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices”

      For me this is a key reminder from the outset. I have a narrow view of what is 'open' as it relates to OER. But it is so much more.

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    jime.open.ac.uk/articles/10.5334/jime.565/