College and Classroom Culture

The cultural environment of higher education institutions is a complex ecosystem shaped by historical, social, and political influences. Particularly in the West, one pervasive influence is colonization, the legacy of which permeates the very structure of higher education. In this chapter, we explore this often-overlooked impact, with particular emphasis on Montgomery College (MC). We consider how each facet of college and classroom cultures reflects these influences, focusing on tangible aspects like course syllabi.

Understanding colonization’s influence on higher education structures is crucial to our exploration. Colonial legacies are reflected in the Eurocentric curricula often prevalent in colleges and universities. This Eurocentric bias marginalizes knowledge and cultures from other regions, particularly those from Indigenous cultures and the Global South. The language of instruction, usually English or another European language, further reinforces this dominance.

An example is the heavy focus on Western philosophers like Plato, Kant, and Nietzsche in philosophy courses, often to the detriment or complete exclusion of Eastern philosophies or Indigenous ways of knowing. While these Western philosophers undoubtedly contributed significantly to the field, the absence or minimal presence of non-Western thought promotes a skewed, incomplete perception of philosophy and knowledge at large.

This situation extends beyond the curriculum to other aspects of college structures. The metrics and standards used to gauge academic success, such as standardized tests and GPA, are based on Western educational models that might not be universally applicable. Again, this marginalizes students from non-Western educational backgrounds, who might have different learning and assessment styles.

Decolonizing higher education involves dismantling these colonial influences and fostering a more inclusive, diverse learning environment. Operationalizing decolonization requires active, intentional efforts at various levels of the institution. One key way to achieve this is by crafting statements clearly outlining these efforts.

For instance, Montgomery College could articulate a commitment to inclusivity, diversity, and the recognition of multiple ways of knowing in its mission statement. This could also involve the college committing to a more inclusive curriculum representing worldwide knowledge.

An illustrative example of such a statement could be: “At Montgomery College, we recognize the historical legacy of colonization in shaping higher education. We are committed to decolonizing our institution by ensuring diversity, inclusivity, and global representation in our curricula, teaching methods, and institutional culture. We aim to embrace multiple ways of knowing, learning, and teaching.”

Course syllabi are essential tools in operationalizing decolonization. They represent the course’s philosophical grounding and instructional roadmap, outlining the learning objectives, teaching methods, and evaluation criteria.

Educators should incorporate diverse, global content and alternative pedagogies to decolonize the syllabus. For example, a literature course syllabus could balance Western literature with literary works from non-Western authors. Additionally, educators could explore alternative assessment methods that cater to different learning styles and backgrounds, such as creative projects or oral presentations.

This shift involves an ongoing, dynamic process that requires the concerted efforts of all stakeholders in the education system – administrators, educators, students, and the wider community. Regular forums for discussion, such as the Zoom session organized on November 8, 2021, offer valuable spaces for dialogue, collaboration, and the continuous evolution of decolonization strategies in higher education.

Decolonization is a necessary journey towards more equitable, inclusive, and holistic education. Understanding and challenging the colonial influences ingrained in higher education can reshape college and classroom cultures for the better, ensuring that all students feel valued, represented, and included.

Here are some tips and tricks to support the decolonization of college and classroom culture:

1. Awareness and Education: Develop an understanding of what colonization means and how it has impacted education systems over time. Take the time to educate yourself and others about these issues through reading, attending workshops, seminars, or online sessions like the one organized by Montgomery College.
2. Inclusive Curriculum: Work towards creating a curriculum with diverse perspectives, histories, and cultures. This includes incorporating texts, authors, and academics from non-western cultures and marginalized groups.
3. Decolonize the Syllabus: Syllabi are not just administrative documents; they are pedagogical tools. Intentionally include authors and scholars from diverse backgrounds, especially those who have been historically marginalized. Prioritize diverse voices and perspectives in your reading lists and examples.
4. Alternative Assessment Methods: Traditional assessment methods often favor western education models. Incorporate various assessment methods to account for different learning styles and cultural backgrounds. Consider oral presentations, group projects, or creative assignments as alternatives to standard written exams.
5. Language Awareness: Be aware of the language used in your classrooms. Aim to use inclusive and non-discriminatory language. Additionally, acknowledge and value the variety of Englishes and other languages that students bring into the classroom.
6. Student Participation: Include students in the process of decolonization. Create spaces for students to express their experiences and perspectives. This could be through classroom discussions, feedback sessions, or representation on curriculum planning committees.
7. Continued Reflection: Decolonization is a continuous process. Regularly evaluate and reflect on your practices, being open to critique and change. This process involves changing the content and questioning the underlying beliefs and attitudes.
8. Community Engagement: Build relationships with the local community and recognize their knowledge and contributions. This could involve inviting community members as guest speakers, organizing community-based projects, or acknowledging the land’s traditional owners.
9. Support Structures: Establish support structures for staff and students to promote inclusivity. This can involve training sessions for staff, mentoring programs for students, or creating a dedicated diversity and inclusion team.
10. Policy and Leadership: Advocate for policies that promote decolonization at the institutional level. Leadership plays a crucial role in this process. Having leaders who understand and support decolonization efforts can significantly impact the success of these initiatives.

Decolonization is not a quick fix but a long-term commitment to transforming education into a more equitable, inclusive space. It involves recognizing past and present injustices and actively working towards redressing them. By employing these strategies, you can contribute significantly to your institution’s decolonization journey.

Session 1 Slides

Issues and Challenges identified throughout the session:

Resistance to Change: Traditional educational practices are often deeply entrenched in the college and classroom culture. Overcoming resistance to change and persuading stakeholders to embrace a decolonized approach may be challenging.

Overcoming Resistance to Change:

– Conduct awareness sessions to educate all stakeholders about the importance and benefits of a decolonized approach.

– Initiate open forums where concerns and fears about changes can be voiced and addressed.

– Celebrate and highlight successful decolonization efforts to inspire and motivate.

Lack of Diversity and Inclusion: Colleges often reflect societal biases and disparities. If these biases are not recognized and challenged, they can create a culture that feels exclusive and unwelcoming to students from diverse backgrounds.

Addressing Lack of Diversity and Inclusion:

– Implement policies promoting inclusivity and diversity at all levels.

– Conduct diversity and inclusion training for all staff and faculty.

– Initiate programs celebrating different cultures and promoting mutual understanding and respect among students.