Faculty Reflections and Recommendations

Faculty Reflections:

Reflection 1: Understanding the Concept of Decolonization

“As I delve deeper into the concept of decolonization, I realize how deep-rooted colonial influences are in our education system. I’m beginning to understand that this isn’t just about changing surface-level practices but a fundamental system restructuring that challenges long-standing norms and biases.”

Reflection 2: Resistance to Change

“Confronting resistance to change has been a significant challenge. I’ve found myself clinging to familiar practices and questioning the necessity of certain changes. But I realize now that this discomfort is part of the growth process, and I must embrace it.”

Reflection 3: Diversifying Curriculum

“As I revise my syllabus, I find opportunities to include more diverse voices and perspectives. It’s a delicate balance between maintaining academic rigor and diversifying content, but I am seeing how these two aspects can co-exist and enrich the learning experience for my students.”

Reflection 4: Student Engagement

“I was initially skeptical about involving students in curriculum development, but it’s been a revelation. My students’ suggestions for non-Western authors were insightful, and their engagement levels soared when they saw their choices reflected in the curriculum.”

Reflection 5: Peer-led Learning

“Implementing peer-led discussions has transformed the dynamics of my classroom. I see students becoming more invested in their learning, taking ownership of the material, and engaging more deeply with their peers. It’s promoting a more egalitarian and inclusive learning environment.”

Reflection 6: Redefining Success

“I’ve always measured student success through the traditional lens of grades and test scores. However, I’m learning to broaden my perspective and appreciate different forms of intelligence and learning modes. This shift is challenging but necessary for an equitable education system.”

Reflection 7: Diversifying Assessment

“I’ve introduced project-based learning as an alternative mode of assessment. Seeing students expressing their understanding in unique and creative ways is encouraging. I can see their enthusiasm and the depth of their learning, which traditional exams might not capture.”

Reflection 8: Incorporating Indigenous Knowledge

“I’ve begun incorporating Indigenous texts and perspectives into my curriculum. Seeing how these perspectives challenge conventional Western theories and enrich classroom discussions.”

Reflection 9: Implementing Anti-racist Pedagogy

“Embracing anti-racist pedagogy has challenged me to confront my own biases. Discussing race and privilege in the classroom openly fosters a more inclusive and understanding environment. This process is uncomfortable but undoubtedly necessary.”

Reflection 10: Journey Towards Decolonization

“The journey towards decolonization is complex and multi-layered. I’m constantly learning and unlearning; each day brings new challenges and revelations. But I am committed to this journey because I see its potential to transform my teaching and my students’ learning experiences.”

Faculty Recommendations to MC to continue to support this effort:

1. Increase Faculty Diversity: Hiring faculty from diverse cultural, racial, and ethnic backgrounds can bring various perspectives and experiences to the college. This diversity will help to challenge and redefine traditional, Western-centric views of education and academic fields.
2. Professional Development Programs: Implement comprehensive professional development programs focusing on decolonization. These programs could provide training on incorporating indigenous knowledge systems, anti-racist pedagogy, diverse assessment methods, and student engagement and empowerment strategies.
3. Revise Curriculum: Encourage and support departments to review and revise their curriculum. This could involve integrating diverse perspectives, focusing on a wider range of historical events, and exploring non-Western theories and texts.
4. Student Participation: Incorporate students’ voices in curriculum development and other decision-making processes. This will make education more student-centered, ensuring that diverse experiences and perspectives are considered.
5. Diverse Assessment Methods: Promote the use of diverse assessment methods to cater to different learning styles and intelligence. This includes project-based assessments, presentations, self and peer assessments, and assessment portfolios.
6. Create a Decolonization Committee: Establish a committee dedicated to overseeing decolonization efforts at the college. This committee could include faculty, students, administrators, and other stakeholders. Their responsibilities could include monitoring progress, providing guidance, and facilitating discussions on decolonization.
7. Partnerships with Indigenous Communities: Establish partnerships with local indigenous communities to incorporate indigenous knowledge systems and perspectives into the curriculum. These partnerships could also facilitate guest lectures, workshops, or cultural events to enhance students’ learning experiences.
8. Diversify Learning Resources: Diversify learning resources to include works by authors from non-dominant cultures and backgrounds. Encourage faculty to incorporate these resources into their courses.
9. Review Policies and Practices: Regularly review institutional policies, practices, and cultures to identify and address any aspects that uphold colonial norms. This includes hiring practices, admission policies, and institutional traditions.
10. Open Dialogue: Maintain an open dialogue on the process and progress of decolonization efforts. Regularly communicate updates to all stakeholders and provide opportunities for feedback and discussion. This transparency will foster a sense of ownership and engagement in decolonization.