Module 1: Decolonising Pedagogy

Decolonising Pedagogy looks at the need to radically transform the ways in which colonised individuals relate to themselves, others, place and ideas. Looking back at the historical origins and basis for early Western modes of schooling, this module traces the development up into the modern day, analysing the ways in which ideas of discipline and domination took root, examining the impact of the rise of industrial power, reflecting upon the effect it had on the selection and transmission of knowledge.

At the heart of this module is the need to reintegrate approaches to being, and emphasise de-liberation in the process of doing. Likewise, in addition to surveying many other attempts to counter-violence and domination-fragmentation, the module also reviews the idea of the black self-reflective critical perspective, seeing the contribution this approach has made towards self-hood and restitution.

Subverting conventional methods, and challenging the popular narrative, this module attempts to be provocative; tying together themes of communication, language, race/rule, power and programming, decolonising pedagogy engages in various conversations, across disciplines, attempting to demystify the purposes and practices of people perfecting power.

By the end of the module, participants should come away with a better concept of whiteness and decolonial thinking, as well as an appreciation of the differences between schooling, education, learning, instruction, study and discipline. It will also highlight the need to realise the pace of “the world” [the ‘rule’.]

“This is exactly what the counter intelligence programe did; it cut off the prior generation that was committed to struggle and social change in this country to the current generation of youth, and it has left the current generation of youth, without an anchor, without information and without direction.”

Dhoruba Bin Wahad

Decolonising Pedagogy seeks to undertake the work of restoration, whilst pioneering an effort towards deschooling, as a preface to decolonising.

To quote Jan Matthews, “only by resisting can life become meaningful.”


Advanced Reading

Jan Matthews “Towards the Destruction of Schooling” (Essay, 2004)

Godwin W0odon “The Miseducation of the Negro”

Vilma Almendra ““The Peace of Mama Kiwe in Freedom, of the Woman Unchained and Unsilenced: The Meaning of Peace in Colombia from Indigenous Cauca”


Summary Reading

Charles Einsenstein “The Ascent of Humanity”

Erica Carle “Give Us The Young”

Jeff Schmidtt “Disciplined Minds”



Session 1

Session 2