Abstract
In this paper, I examine decolonial experiential learning practices that I engage in with students in my course Capstone 1: Research Methods and Ethics. I unpack how all my modules/lectures involve focusing on equity, diversity and inclusion as a starting point. I discuss how I utilize Universal Design for Learning and incorporate outdoor field exercises for students to engage in praxis (blending theory and practice) to show how concepts and theories within the course are applicable beyond the four walls of the classroom. Through offering applied and experiential learning, students with diverse learning styles can engage in and display their knowledge of course materials which can be inspirational to students. In my teaching I also highlight the importance of addressing difference. I utilize inter- and multidisciplinary perspectives in the course materials. Students are encouraged to consider the application of intersectional factors when analyzing theories and models to create nuance in their thinking. Through addressing difference, I encourage student growth and empowerment. Research methods highlighted in the course go beyond traditional (ethnographical) sociological/anthropological perspectives to include sensory/embodied ethnography, photovoice, feminist community research and several others. The presentation includes art and music modalities to exemplify how knowledge is made in a variety of ways signaling ways to challenge western modes of teaching to include Indigenous perspectives in pedagogy. This format of teaching and learning embraces holistic approaches which culminate in the possibility of having resilience and justice within educational settings working with a diversity of students.
Presenters
Alexandra MarisLecturer, Global Public Health, State University of New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Decolonization, Experiential Learning, Equity, Interdisciplinarity, Intersectionality, Holistic Pedagogy
