{"id":87472,"date":"2018-06-01T15:34:58","date_gmt":"2018-06-01T13:34:58","guid":{"rendered":"https:\/\/www.erasmusmagazine.nl\/en\/?p=87472"},"modified":"2025-12-19T11:23:00","modified_gmt":"2025-12-19T10:23:00","slug":"decolonizing-the-university-or-just-indoctrination","status":"publish","type":"post","link":"https:\/\/www.erasmusmagazine.nl\/en\/2018\/06\/01\/decolonizing-the-university-or-just-indoctrination\/","title":{"rendered":"Decolonizing the university or just indoctrination?"},"content":{"rendered":"

More and more academics are calling for a decolonization of the university. But according to Brian Godor, assistant professor Pedagogical and educational sciences, the underlying theory is flawed. \u201cIn its attempt to break down the status quo, critical pedagogy attempts to decolonize the curriculum by re-colonizing it with their equally Anglophone and Euro-centric learning approach.\u201d<\/p>\n

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Brian Godor<\/span><\/p><\/figcaption><\/figure>

In a recent Erasmus Magazine article, EUC lecturer and teacher trainer Ginie Servant advocated the decolonization of the curriculum<\/a>. The popularity of critical pedagogy appears to be growing, despite academic literature demonstrating its failure. The fallacy of this approach is based upon the fact that it is less effective for attaining learning achievements and indoctrinates students into the activist whims of teachers. Equally, while espousing to be an emancipating force against capitalism, it is based in Euro-centric notions of power and learning. Is decolonization actually neo-colonialism or just Orwell\u2019s 1984?<\/p>\n

Breaking down the status quo<\/h2>\n\t
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Een lijst met artikelen<\/h2>\n\t\t\n\t\t
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