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Abstract

It is widely acknowledged that teachers need to interrogate and transformhow Eurocentrism underpins educational practice. This paper argues thatteachers can actively engage with decolonial frameworks and conceptsto productively expose how Eurocentric categories of thought shapeteaching practice and curriculum. We describe how six teachers “walkedwith” the decolonial concept of the pluriverse (a sense of multiple coexisting differences) during collaborative reflections about our diversityteaching of culturally safe healthcare. Our research processes drew onthe principles of collaborative, reflective practice. We co-participated inconversations, which aimed to collectively explore how the pluriverseconcept intersected with our teaching and undertook qualitative coanalysis of themes emerging across these dialogues. The paper outlineshow employing the pluriverse concept as a companion to our reflectiveprocess enabled us to ask critical questions about Eurocentrism in ourteaching practice and content. Our questioning, in turn, generatedprinciples for embedding the pluriverse in the curriculum, pedagogicalapproaches, and teacher dispositions. The paper discusses what enablesand hinders the pluriverse being embedded in curriculum materials andclassroom activities and the limitations of our activities in relation to thebroader project of decolonising pedagogy.

Item Type:	Article
Authors/Creators:	McLeod, K and Moore, R and Robinson, D and Ozkul, D and Ciftci, S and Vincent, K
Keywords:	collaborative reflection, decolonisation, pedagogy, reflective practice, pluriverse
Journal or Publication Title:	Journal of Applied Learning & Teaching
Publisher:	Kaplan Singapore
ISSN:	2591-801X
DOI / ID Number:	10.37074/jalt.2020.3.s1.4
Copyright Information:	Copyright 2020 The AuthorsLicensed under Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode
Related URLs:	Google Scholar: McLeod, K UTAS Profile: McLeod, K UTAS Profile: Vincent, K
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