scholarly journals Rethinking and Reinventing Intercultural Education in Post-Secondary Institutions: A Critical, Anti-Colonial Approach

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Carrie Karsgaard
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Thinking ◽  
Community Building ◽  
Intercultural Education ◽  
Post Secondary ◽  
Ethical Implications ◽  
Postsecondary Institution ◽  
Colonial Theory

Critical and anti-colonial scholarship helps us imagine how intercultural education might begin to address the power imbalances inherent to issues of culture and epistemology. This paper reflexively dialogues anti-colonial theory with my own experiments of practically implementing these theories within the Intercultural Program (IP), an extracurricular program at a Canadian postsecondary institution, to demonstrate possibilities for shaping intercultural education towards ethical ends. Through curriculum, programming, and community-building that is cocreated with students, the IP aspires to shape intercultural education towards social justice and equity, opening spaces for engagement with nondominant epistemologies, and promoting the critical thinking necessary for evaluating the historical, economic, political, social, and ethical implications of students’ own and others’ positions. At the same time, the IP provides a helpful site for exploring the challenges of doing critical work in an internationalizing institution, and the need, perhaps, to move intercultural education away from internationalization within higher education.

The Erosion of Critical Thinking Development in Post-Secondary Education

2015 ◽  
pp. 68-96
Author(s):  
Michael Robert Hepner
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Strategies ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
College Level ◽  
Post Secondary ◽  
History Of ◽  
Definition Of

A quick look at virtually any list of college-level learning outcomes will almost certainly uncover the desire to develop critical thinking skills. While prioritizing the development of critical thinking skills on campuses nationwide is a noble cause, issues quickly arise because the definition of critical thinking varies widely amongst the different disciplines, so this chapter provides a history of the idea of critical thinking in higher education, as well as various critical thinking development strategies and assessment instruments. This chapter also outlines the need for the academe to move from simply mentioning the development of critical thinking skills in various institutional documents to prioritizing such skills through the return of liberal education.

A Post-Secondary Writing Bridge Program for Incarcerated Learners

2022 ◽  
pp. 227-242
Author(s):  
Chiara Benetollo
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Learning Technology ◽  
College Level ◽  
Writing Program ◽  
Post Secondary ◽  
Bridge Program ◽  
Secondary Writing ◽  
Volunteer Tutors

This chapter discusses a College Bridge Writing Program piloted by the Petey Greene Program inside the Washington D.C. Department of Corrections (DOC) Jail. The program is designed to foster racial and social justice by addressing some of the barriers that prevent incarcerated students from accessing higher education, from succeeding in college-level courses, and more generally, from finding meaningful employment. After providing an overview of the structure and the objectives of the course, the author focuses on the challenges posed by the pandemic and on two of the main features that contributed to the success of the program – the use of learning technology and the role of volunteer tutors, who provided one-on-one support to incarcerated students.

Standing in the Shadows of Mozart

2017 ◽  
Author(s):  
Deborah Bradley
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Classical Music ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Public And Private ◽  
Post Secondary ◽  
Change In Higher Education

This chapter addresses the need for curricular change in higher education from a social justice perspective grounded in an antiracism discursive framework and focuses on music teacher education in large public and private university settings. After a brief discussion of the antiracism framework, I look at some of the historical and current impediments to change unique to music teacher education through a discussion of how those impediments may be reflective of a culture of whiteness in post-secondary institutions. Racial assumptions underlie classical music studies in higher education; those assumptions manifest themselves in our behaviors, educational processes, and educational products. The chapter concludes with several examples of program revisions in music education that have begun to address the types of changes necessary for developing pedagogies of social justice for music teacher education—to move music studies in higher education out of “the shadows of Mozart” and into the twenty-first century.

scholarly journals “There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality

10.28945/4658 ◽  
2020 ◽  
Vol 15 ◽  
pp. 637-652
Author(s):  
Annemarie Vaccaro ◽  
Chiquita Baylor ◽  
Desiree Forsythe ◽  
Karin Capobianco ◽  
Jana Knibb ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Meaning Making ◽  
Social Identities ◽  
Theory And Practice ◽  
Future Research ◽  
Power Structures ◽  
Post Secondary

Aim/Purpose: This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background: Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology: This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution: This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. Findings: This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners: Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendation for Researchers: Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Impact on Society: Examining intersectionality, invisibility and hypervisibility is an important way to delve into the complexity of oppression. There will be no justice until all forms of oppression (including hypervisibility and invisibility) are extinguished. Future Research: Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Sign in / Sign up

Export Citation Format

Share Document