Engaging and Empowering Students

Engaging and empowering students is at the heart of a decolonized higher education landscape. This chapter, therefore, dedicates itself to exploring strategies for student collaboration and elevating student voices in various aspects of higher education. Furthermore, the insights shared are enhanced by integrating student feedback and ideas, providing an invaluable perspective from those directly experiencing the education system.

Reflecting on student feedback is an essential practice in any learning environment. It becomes particularly crucial in decolonization, where the goal is to challenge existing structures and create a diverse, inclusive, and equitable educational environment. As primary stakeholders, students provide firsthand insights into what works and doesn’t in the existing system. Therefore, their feedback serves as a litmus test for the effectiveness of decolonization efforts and suggests areas for further improvement.

For example, if students feel disengaged or underrepresented in the curriculum, educators can consider this feedback when designing lessons or courses. This could involve incorporating more diverse materials, focusing on a wider range of perspectives, or offering alternative assessment methods. In this way, student feedback helps shape a decolonized and truly student-centered educational environment.

However, engaging and empowering students go beyond simply responding to their feedback. To truly decolonize higher education, students should actively participate in the process. This involves positioning students as education consumers and co-creators of their educational experiences.

Students can take on active roles in a multitude of ways. One approach is to involve students in curriculum development, giving them a say in the materials, themes, and perspectives explored in their courses. For instance, a literature class could allow students to suggest non-Western authors for study, thereby ensuring a more globally inclusive reading list.

Students can also play a part in classroom teaching. Peer-led discussions or presentations can encourage a more balanced exchange of ideas, allowing students to share their unique insights and experiences. This approach diversifies the learning experience and promotes a more egalitarian classroom environment.

Another potential avenue for student engagement is through extracurricular activities, such as clubs or societies focused on decolonization efforts. These groups can serve as platforms for students to raise awareness, facilitate discussions, and propose initiatives related to decolonization within the college.

At a structural level, student representation in college committees and decision-making bodies can ensure that student perspectives are considered in broader institutional decisions. This could involve having student representatives in curriculum review committees, faculty hiring panels, or strategic planning committees.

In conclusion, empowering students and engaging them in decolonization is a powerful and necessary step towards a more equitable, inclusive, and diverse higher education system. Montgomery College and other institutions can make significant strides in decolonizing higher education by considering student voices and feedback and by giving them active roles in shaping their educational experiences.

 Here are some practical strategies for engaging and empowering students at Montgomery College and other institutions:

1. Student Feedback: Regularly seek student feedback about their educational experience. This could be through surveys, suggestion boxes, or informal conversations. The key is to genuinely listen and make changes based on their input.
2. Inclusive Curriculum Development: Involve students in curriculum development. Encourage them to suggest materials, topics, and perspectives that could be included in the curriculum. For instance, students could be asked to recommend works from diverse authors in a literature course.
3. Peer-Led Discussions: Incorporate peer-led discussions or presentations into your teaching. This approach enhances student engagement and learning and allows students to share their unique insights and experiences.
4. Extracurricular Activities: Support establishing student clubs or societies focused on decolonization efforts. These groups can serve as a platform for students to engage in conversations about decolonization and propose initiatives that promote a more inclusive and diverse campus.
5. Student Representation: Ensure students are represented in college committees and decision-making bodies. This can include curriculum review committees, faculty hiring panels, or strategic planning committees. Representation in these spaces ensures student perspectives are included in broader institutional decisions.
6. Empowerment through Active Learning: Encourage active learning strategies that require students to engage deeply with the material and each other. This could include problem-based learning, group projects, or other hands-on activities.
7. Open Dialogue: Create an environment that fosters open dialogue about decolonization. This could be achieved through class discussions, special lectures, or workshops. The goal is to encourage students to engage critically with the material and to question the status quo.

By employing these strategies, institutions can ensure that students are not just passive recipients of their education but active participants in shaping it. This enhances student learning and engagement and contributes significantly to the process of decolonization in higher education. It ensures that the voices and experiences of students are valued and respected, and it empowers them to take an active role in creating a more equitable, inclusive, and diverse educational environment.

Session 4 Slides

Issues and Challenges identified throughout each session:

Student Resistance: Some students might be resistant to new modes of learning or may feel uncomfortable when challenged to question traditional narratives or take on more responsibility in their learning.

Addressing Student Resistance:

– Engage students in open discussions about the changes and their benefits.

– Create safe spaces for students to express their concerns or apprehensions.

Lack of Representation: Students who don’t see themselves reflected in the classroom or curriculum may feel disengaged and unheard, hindering efforts to empower them.

Improving Representation:

– Involve students in curriculum development and decision-making processes.

– Actively seek and incorporate student feedback on their learning experiences and needs.