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ERIC Number: EJ1406108
Record Type: Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1521-0960
EISSN: EISSN-1532-7892
Deconstructing the Master Narrative: Active Learning through Decolonial Pedagogy
Erika Rendon-Ramos
Multicultural Perspectives, v25 n4 p212-220 2023
For most undergraduate students, history prior to college has been dominated by learning through a settler colonialism lens. Settler colonialism embodies the typical United States, master, or traditional narrative. It erases marginalized perspectives, histories, culture, and identity in favor of the white settler perspective. By overlooking the histories of minoritized individuals in the United States, students are losing out on learning important facets of history. For minority students, this also indirectly tells them that their history is not valued. This paper is structured in three sections: first, I describe settler colonialism and how it is deeply embedded in the teaching of U.S. history; second, I discuss the process of decolonizing history, teaching and learning; and lastly, the third section describes how instructors can use active learning as a decolonial pedagogy and provides recommendations for practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A