Hayes, AM, Lomer, S and Taha, SH (2022) Epistemological process towards decolonial praxis and epistemic inequality of an international student. Educational Review. 1 - 13. ISSN 0013-1911

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Abstract

This paper focuses on the epistemic inequality of international students as a “new” inequality that is under-represented in the current debates about decolonisation (albeit shaped by colonial discourses depicting international students as in deficit and incapable of meeting the standards of (colonial) universities). In this theoretical context, the paper reflects on a multi-modal digital methodology used in a research project that aimed to understand how international students deploy their epistemological resources to learn the curriculum. The paper describes selected artefacts submitted by the students around which their epistemic frames were expressed, suggesting where these may be concealed by epistemological situatedness of the lecturers. Based on the analysis of these artefacts, the paper develops and interrogates an epistemology for support towards interrogating the role of our own epistemological binaries in adversely affecting students’ epistemic frames in the curriculum. As such, it contributes to a gap in the literature around decolonial pedagogy, and its role in tackling educational inequalities.

Item Type: Article
Additional Information: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Uncontrolled Keywords: Epistemic inequality; international students; meta-reflexivity; decolonising higher education; decolonial praxis
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Natural Sciences > School of Physical and Geographical Sciences
Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 20 Oct 2022 08:56
Last Modified: 20 Oct 2022 08:56
URI: https://eprints.keele.ac.uk/id/eprint/11533

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