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Cited by 347Decolonial Thought and EpistemologiesAfrican cultural and philosophical studiesEducational Theory and Curriculum Studies

“Decolonizing” Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts

Shahjahan, Riyad A., Estera, Annabelle L., Surla, Kristen L., Edwards, Kirsten T.·2022·Review of Educational Research
DOI 10.3102/00346543211042423
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Abstract

Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.

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  • In recent years, decolonization has emerged as a prominent and timely topic in sport sociology and other academic fields.

    “In recent years, decolonization has emerged as a prominent and timely topic in sport sociology and other academic fields (McGuire-Adams, 2020; Shahjahan et al., 2021;Young, 2013).”

    From Indigenizing Sport Research: Analyzing Protective Factors of Exercising Sovereignty in North America (2023) · cites this paper as Shahjahan et al., 2021

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Authors
Shahjahan, R. A., Estera, A. L., Surla, K. L., & Edwards, K. T.
Affiliations
  • Michigan State University (US)
  • University of Oklahoma (US)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2021-09-09
Volume
92
Issue
1
Pages
73-113
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543211042423
OpenAlex
W3201237690
Cited by
347
References
102
Citations by year
2026: 87 · 2025: 95 · 2024: 74 · 2023: 61 · 2022: 28 · 2021: 2
FWCI
156.52
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Anthropology › Decolonial Thought and Epistemologies
  • Social Sciences › Education › African cultural and philosophical studies
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
Keywords
decolonizing curriculum, decolonial pedagogy, higher education, geopolitics of knowledge, decolonization, decolonial studies, disciplinary context, institutional environment, epistemology

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