Decolonising learning development through reflective and relational practice

The Decolonising the Curriculum (DtC) movement questions the very values we take for granted as learning developers. If our role is to develop academic literacies and support students to succeed in the curriculum as it is, can we as learning developers be decolonisers? This opinion piece argues that...
Ausführliche Beschreibung

Gespeichert in:
Autor*in:

Julia Bohlmann [verfasserIn]

Format:

E-Artikel

Sprache:

Englisch

Erschienen:

2022

Schlagwörter:

decolonising the curriculum

reflective practice

relational practice

inclusion

academic literacies

Übergeordnetes Werk:

In: Journal of Learning Development in Higher Education - Association for Learning Development in Higher Education (ALDinHE), 2020, (2022), 24

Übergeordnetes Werk:

year:2022 ; number:24

Links:

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Journal toc

DOI / URN:

10.47408/jldhe.vi24.913

Katalog-ID:

DOAJ08166544X

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