Decolonising learning development through reflective and relational practice

Authors

  • Julia Bohlmann University of Glasgow

DOI:

https://doi.org/10.47408/jldhe.vi24.913

Keywords:

decolonising the curriculum, reflective practice, relational practice, inclusion, academic literacies

Abstract

The Decolonising the Curriculum (DtC) movement questions the very values we take for granted as learning developers. If our role is to develop academic literacies and support students to succeed in the curriculum as it is, can we as learning developers be decolonisers? This opinion piece argues that we can and should. It outlines where we can integrate the DtC agenda into our work through reflective and relational practice. The piece stresses the importance of reflection about our role as practitioners within a colonial Higher Education system and of relating to our students as individuals by learning their names and breaking barriers to participation with rapport and community building activities.

Author Biography

Julia Bohlmann, University of Glasgow

Julia Bohlmann is an Academic Development Adviser at the University of Glasgow where she has previously worked as Learning Adviser for International Students. Through her advisory and educational practice, she developed an interest in intercultural pedagogy and anti-racist education. She aims to evoke the same in the academics and professionals she advises and is co-leader of a Decolonising the Curriculum Community of Practice at the University of Glasgow. 

References

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Published

08-09-2022

How to Cite

Bohlmann, J. (2022) “Decolonising learning development through reflective and relational practice”, Journal of Learning Development in Higher Education, (24). doi: 10.47408/jldhe.vi24.913.

Issue

No. 24 (2022)

Section

Opinion Pieces

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