Teaching and Learning Strategies

The decolonization process in higher education extends beyond curriculum design and into teaching and learning strategies. In this chapter, we focus on the often-unexamined influence of colonization on past and existing pedagogical practices. Through this lens, we aim to identify areas for growth and improvement at Montgomery College (MC) and envision instructional practices that foster critical thinking among students.

Colonial influence on pedagogy is a broad and nuanced issue. One of the most visible element is the teacher-centric instruction model that places the educator as the sole purveyor of knowledge and the student as the passive receiver. This model is rooted in the Eurocentric tradition, critiqued for its emphasis on passive learning and lack of engagement with diverse perspectives and methodologies.

For instance, a history lesson taught from a colonial perspective may focus solely on the achievements and impacts of European colonizers without discussing the experiences and contributions of the colonized people. This approach fails to provide students with a comprehensive understanding of history and perpetuates a Eurocentric view of the world.

The colonizer-colonized dichotomy also plays out in language practices within the classroom. English, as the dominant language of instruction in most Western educational institutions, automatically sidelines students whose first language is not English and often ignores the richness and diversity of non-English languages and dialects.

Once the colonial influences on existing pedagogical practices have been identified, we can start brainstorming instructional strategies that encourage students to think critically about content.

One such strategy is employing a problem-posing education model, as the Brazilian educator Paulo Freire advocates. This model encourages dialogue and inquiry, fostering critical thinking by positioning the student as a co-creator of knowledge. In this setting, a teacher’s role transforms from being a mere dispenser of information to a facilitator of dialogue and discovery.

For instance, in a sociology class discussing social structures, students could be encouraged to investigate their own communities and relate their findings to these theories instead of the teacher lecturing about different theories. This active engagement can help students appreciate the practical implications of their learning and foster a deeper understanding of the material.

Another effective strategy involves decolonizing the classroom language by incorporating multilingualism and local dialects into the learning process. This approach validates and respects diverse language backgrounds and creates a more inclusive and equitable learning environment. For example, literature classes could analyze texts in their original languages, where possible, to explore nuances that may be lost in translation.

In addition, educators can integrate global perspectives into their lessons to challenge Eurocentric narratives. By including diverse voices, experiences, and perspectives in their instruction, teachers can help students develop a more balanced, comprehensive understanding of their field of study. This could be as simple as introducing case studies from different parts of the world in a business class or analyzing artwork from non-European artists in an art history course.

Teaching strategies that encourage critical thinking about content are beneficial for students and enrich the learning experience for teachers. By continuously challenging and revising their teaching practices, educators can create dynamic, engaging learning environments that respect and value all students’ backgrounds, experiences, and ways of knowing.

Decolonizing teaching and learning strategies at Montgomery College and beyond is a crucial step in creating a more inclusive, equitable, and engaging educational environment. By acknowledging and challenging the pervasive influence of colonization on pedagogical practices, we can pave the way for a more inclusive and equitable future in education.

Here are a few tips and tricks to support decolonization in teaching and learning strategies at Montgomery College:

1. Promote Active Learning: Encourage students to actively participate in their learning, shifting away from a teacher-centric model of instruction. Activities could include group projects, discussions, and presentations where students can explore diverse perspectives and actively engage with the material.
2. Incorporate a Problem-Posing Model: Inspired by Paulo Freire’s pedagogical approach, consider teaching methods that invite students to investigate and critically engage with course material. This encourages students to take ownership of their learning and stimulates critical thinking.
3. Foster Multilingualism: Incorporate multiple languages into your teaching where possible. This could be as simple as acknowledging the different languages students speak in your class or as complex as including texts in multiple languages in your curriculum.
4. Integrate Global Perspectives: Make a conscious effort to integrate diverse, non-Western perspectives into your teaching. This could be achieved by analyzing case studies worldwide, discussing non-European artwork, or including texts from authors of diverse backgrounds.
5. Create a Safe and Inclusive Classroom Environment: Create a classroom environment where all students feel respected and valued. This can involve setting clear guidelines for respectful discussion, actively addressing any discriminatory behavior, and taking time to learn about and acknowledge the diverse backgrounds of your students.
6. Encourage Reflection: Encourage students to reflect on their learning experiences and study material. This can help them recognize and challenge colonial influences or biases in their learning and thinking.
7. Provide Training for Faculty: Offer professional development opportunities for faculty members on decolonization and implementing decolonial teaching strategies. This could include workshops, seminars, or online resources.
8. Regularly Review and Revise Teaching Practices: Recognize that decolonization is an ongoing process. Regularly review your teaching practices and make changes based on student feedback, field developments, and reflections and learning.
9. Support Collaborative Learning: Encourage students to learn from each other and the teacher. This can be achieved through group work, peer feedback, and discussion-based learning activities.

By implementing these strategies, Montgomery College and other institutions can move toward a more decolonized teaching and learning environment that recognizes and values diverse ways of knowing and fosters critical thinking among students. This process, while challenging, is a crucial step toward creating a more inclusive and equitable educational system.

Session 3 Slides

Issues and Challenges identified throughout each session:

Reliance on Traditional Pedagogy: Overcoming the ingrained reliance on traditional, colonial pedagogical approaches and transitioning to a more inclusive, decolonized approach can be a significant challenge.

Transitioning from Traditional Pedagogy:

– Encourage faculty to experiment with different teaching strategies that align with decolonial principles.

– Provide workshops and training on incorporating decolonized approaches in teaching.

Limited Flexibility: There may be rigid guidelines or expectations that limit the flexibility of teaching strategies, making it difficult to incorporate decolonized approaches.

Increasing Flexibility:

– Review and revise guidelines and expectations for greater flexibility in teaching strategies.

– Encourage faculty to adapt their teaching methods based on student needs and feedback.