Universität Wien
Warning! The directory is not yet complete and will be amended until the beginning of the term.

190018 SE Concepts of Humans and Theories of Education (2024W)

Bildung anders denken: postkoloniale und dekoloniale Bildungstheorien

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

  • Thursday 10.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 24.10. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 07.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 21.11. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 05.12. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 16.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
  • Thursday 30.01. 15:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

The aim of this seminar is to reflect on privileges and structures of power that have arisen from colonialism. How do we deal with these in a democratic society? Which systems and mechanisms "hide" these privileges and what does this mean for a heterogeneous society?
In doing so, we will deal with the concepts of coloniality and decolonial thinking.

Assessment and permitted materials

- Reading of texts
- Involvement in discussion
- Seminar paper
- Creative work (scientific poster and presentation)

Minimum requirements and assessment criteria

- Regular participation (3 h of absence)
- Positive completion of the seminar paper
- Understanding English literature

Examination topics

Reading list

Brunner, Claudia (2020). Epistemische Gewalt: Wissen und Herrschaft in der kolonialen Moderne. Transcript.

Catherine E. Walsh (2015): Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala, International Journal of Lifelong Education, 1-13.

Clemens, I. (2022). Die Herausforderungen postkolonialer Erziehungswissenschaft: Notwendige

Reflexionen theoretischer Grundlagen und Anmerkungen aus einer relationalen Perspektive. In P. Knobloch & J. Drerup (Ed.), Bildung in postkolonialen Konstellationen: Erziehungswissenschaftliche Analysen und pädagogische Perspektiven (pp. 67-92). Transcript.

Horsthemke, K. (2022). ›Epistemizid‹, ›epistemische Gewalt‹ und ›epistemische Emanzipation‹ in der postund dekolonialen Theorie. In P. Knobloch & J. Drerup (Ed.), Bildung in postkolonialen Konstellationen: Erziehungswissenschaftliche Analysen und pädagogische Perspektiven (pp. 93-116). Transcript.

Kleinschmidt, Malte (2021). Dekoloniale politische Bildung: Eine empirische Untersuchung von Lernendenvorstellungen zum postkolonialen Erbe (pp.1-22). Springer.

Lugones, Maria. (2010). Toward a Decolonial Feminism. Hypatia, 25(4), 742759.

Quijano, Anibal (2007). Coloniality and Modernity/Rationality, Cultural Studies, 21(2-3),168-178.

Sharanya Menon, Crystal Green, Irène Charbonneau, Elina Lehtomäki & Boby Mafi (2021)

Approaching global education development with a decolonial lens: teachers’ reflections, Teaching in Higher Education, 26(7-8), 937-952, DOI: 10.1080/13562517.2021.1941845

Varela, María do Mar Castro (2020). Postkoloniales Lesen Hegemoniale Wissensproduktion und postcolonial literacy, Tertium Comparationis, 26(1), 8495.

Knobloch, P. & Drerup, J. (2022). Bildung in postkolonialen Konstellationen: Erziehungswissenschaftliche Analysen und pädagogische Perspektiven. Transcript Verlag.https://doi.org/10.1515/9783839456699

Arday, J., Belluigi, D. Z. & Thomas, D. (2020). Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum with the academy, Educational Philosophy and Theory, 53(3), 298-313. DOI:10.1080/00131857.2020.1773257

Association in the course directory

M4.3

Last modified: Tu 01.10.2024 15:06