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For this week's prompt, choose one of the following questions to respond to (and be sure to include at least two readings to support your response from this unit).

1. Debate whether it is possible to decolonize education. Please remember that the premise is that formal education as we know it is directly traceable to settler colonialism.

2. Explore and imagine what a decolonized education might look like. This can be a decolonized classroom or even a decolonized school (or no school at all!)

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A decolonized school would remove colonial frameworks, ensuring that education is diverse, inclusive, and benefits everyone. It would prioritize equity by addressing students’ unique needs, regardless of social class or cultural background. Instead of focusing solely on history, schools would teach practical skills for life and the workforce, emphasizing critical thinking and problem-solving.

Such a school would foster belonging, celebrating multiculturalism and allowing students to learn from and appreciate diverse cultures while valuing their own heritage. By placing students at the center, it would dismantle barriers, promote fairness, and prepare every child for success in a just society.

Decolonization: Indigeneity, Education & Society highlights the harsh consequences of decolonization, emphasizing that it isn’t a simple solution for those already settled into their native land and lifestyle. Forcing decolonization could disrupt established norms, making it a complex and sensitive process. However, with careful implementation, it could create a school environment that respects diverse histories and identities while fostering inclusion and equity.

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A decolonized education would fundamentally shift from a Eurocentric framework to one that prioritizes diverse cultural perspectives, particularly those of indigenous communities. This involves integrating culturally relevant curricula that honor local histories and knowledge systems, as advocated by Linda Tuhiwai Smith in Decolonizing Methodologies. Furthermore, a decolonized educational environment would emphasize community involvement and land-based learning, reconnecting students to their surroundings and fostering ecological stewardship, as highlighted by Eve Tuck and K. Wayne Yang in “Decolonization is Not a Metaphor.”

Classroom structures would be flexible and collaborative rather than competitive, allowing diverse learning styles to thrive. Assessment methods would also change, focusing on holistic evaluations like narrative feedback and project-based assessments instead of standardized tests. By fostering critical thinking skills, as Paulo Freire discusses in Pedagogy of the Oppressed, a decolonized education empowers students to challenge dominant narratives and engage with issues of power and privilege. Ultimately, this vision of education honors the rich tapestry of human experience and actively dismantles the ongoing impacts of colonialism.

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A decolonized education could transform classrooms into vibrant spaces filled with diverse cultures, offering a richer and more informative educational experience. In such an environment, teaching approaches would be varied and innovative, fostering a deeper engagement for students. This connects to decolonizing the classroom: Lessons in multicultural education, Wayne Au's perspective by emphasizing the transformative potential of a decolonized education that prioritizes diversity and cultural richness in the classroom. a decolonized education enhances cultural awareness and fosters a sense of belonging and empowerment among students, making learning more relevant and impactful.

One effective approach to decolonizing our classrooms is to thoroughly examine our history, ensuring that students are exposed to accurate and diverse perspectives. This involves going beyond traditional narratives to include the voices and experiences of marginalized groups.

Additionally, it is essential to discover and implement strategies that help students connect with and appreciate their cultural heritage. By incorporating culturally relevant materials, activities, and discussions, we can create a more inclusive learning environment that fosters understanding and respect for all cultures.

As Terri Kawi wrote, “Decolonizing our classrooms starts with us.” This includes teaching the truth about the history of our country so that students can recognize false narratives and lies when they encounter them. They need to know their rights" This quote emphasizes the importance of educating students about their country's true history and rights, equipping them to challenge misinformation. Otherwise, they risk living with a distorted understanding of the past.

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A decolonized education would seek to dismantle colonial structures. History class would include perspectives from indigenous, African, Asian and other non-western voices rather than focusing solely on European narratives. science and mathematics would respect indigenous knowledge systems like traditional ecological knowledge. Teachers would move from being the expert and encourage kids to explore knowledge on their own terms

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Decolonization of the current educational system

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Decolonization of the current educational system

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Whether it's possible to "decolonize" education is a complex issue. The argument is that decolonizing education is essential to correct the well-established Eurocentric bias in curriculum, which has marginalized non-Western perspectives and histories. For educators who support this approach, decolonization would involve diversifying materials and challenging knowledge structures within educational institutions.

In "Decolonizing Our Classroom Starts with Us," educators are encouraged to self-reflect on biases and take personal responsibility for fostering change. Doing so empowers students to question dominant narratives and engage with critical thinking, central to decolonization. Teachers trained to acknowledge their own biases will help implement decolonized practices and promote an education system rooted in equity and inclusivity.

Colonialism shaped the entire structure of the modern education system, from standardized testing to hierarchical knowledge structures. In "Decolonizing the Classroom Lesson in Multicultural Education," two teachers teach multicultural education differently. Mr. Anderson's teachers, from his perspective, disallow students’ culture and only teach it from his perspective. Then you have Mr. Davis, who incorporates students' experience into the lesson, giving the students a broader learning experience.

Decolonizing education may be unattainable within existing educational systems built on colonial ideology and continuing to reinforce them through standardized curricula, languages, and institutional preference. Some educators worry that efforts to diversify content might stop short of fundamental systemic change and may even create additional challenges for those implementing these educational practices without structural support.

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When there is a power shift, history is retold to highlight the stories of oppressed people. It becomes important to represent the histories of different cultures, ensuring that no single race is portrayed as superior. A classroom should reflect the diversity of its students and value various teaching and learning styles. Education should promote inclusivity and share the true stories of different people. In such a classroom, children should see representations of themselves and learn their histories from their people rather than their colonizers' ancestors.

Some may argue that decolonizing education should begin within its own society, but I believe that by reforming education and starting with young children, we can change mindsets and the structures in which lessons are taught. It should go hand in hand. This can be achieved through representation of music, art, storytelling, dancing, and literature. That our people are not determined by the way society portrays us, and given the opportunity and having the same tools and resources will help us achieve success. It can be achieved when no culture is above the other, where there is no hierarchy, and where performance outcomes are not determined or measured by one standard. This means confronting and challenging the colonizing practices that have influenced education and are still present today.

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A decolonized education would make classrooms more flexible and build better relationships with the students. In the reading "Let’s Stop Using Metaphors that Celebrate Extraction, Colonialism, and Violence" author states we must look out for the way we speak and the words we use because they can "reflect violence." This shows that it is important to change our way of speaking the vocabulary that is used in these schools for the sake of the children. Being more mindful of the words we use to describe people or places will help make the world better.

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Decolonizing education is an approach that focuses on taking apart power dynamics, narratives and colonial structures that are within our education system. Wayne Au in "Decolonizing the Classroom: Lessons in Multicultural Education - Rethinking Schools" explains that implementing indigenous histories from local tribes which can cause the students to learn about the tribes cultural practices and their contributions to the community around them. This can help decolonization in school because this helps validates the experience and histories of these indigenous peoples which cause students to have more respect for these tribes.

In "Pedagogy of the Opressed", Paulo Freire explains the importance of understanding the societal and cultural context of students. He says that students personal and lived experiences should have a very great impact of the curriculum of education. This will help with the decolonization off education because including students personal experience into the curriculum helps validate their identities and experiences so they don't feel ostracized of alone.

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A decolonized education aims to break down colonial legacies by focusing on Indigenous knowledge and diverse perspectives. Bill Bigelow in “Let’s Stop Using Metaphors that Celebrate Extraction, Colonialism, and Violence,” highlights the need to use language that honors interconnectedness instead of exploitation and violence. By incorporating multicultural viewpoints into the curriculum, engaging with local communities, and using storytelling, education can empower students and create a more inclusive environment. This approach respects all identities and helps challenge existing power dynamics that are embedded into our education from settler colonialism.

n Decolonizing the Classroom: Lessons in Multicultural Education, Wayne Au shows the importance of including different cultures and experiences in teaching. He believes education should address inequalities and give a voice to marginalized groups. By using multicultural education, teachers can help students think critically and engage with social justice topics. The book offers practical ideas for creating a fairer classroom environment.

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A decolonized education would accurately portray history, have an inclusive curriculum, and have open, inviting classrooms. Teachers would engage in more conversation than dictation lectures, and students could express their thoughts and engage in a healthy environment.

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"(a) decolonization will take a different shape in each of these contexts - though they can overlap4 - and that (b) neither external nor internal colonialism adequately describe the form of colonialism which operates in the United States or other nation-states in which the colonizer comes to stay."

I want to say that anything is possible, but I don't see education being decolonized in my lifetime. It may happen eventually and it can happen here and there, but if we are referring to the entire system, that will take generations of hard work. Schools are part of a larger system, so the entire system needs to be examined and reapplied with everyone in mind. The power dynamic is in place and attempts to change that will be met with resistance.

2. Decolonized education might look like more representation on multiple levels of the education system. From those who decide on funding, to the staff of the schools. Everyone in theory needs to be heard represented and included. I do believe there should be school. School should be immersive and engaging. Wayne Au spoke of his experiences with two teachers at different points in his education and how they impacted him. "As students in Mr. Anderson’s class we were always on the outside looking in, and he and the textbooks were the sole authorities. There was no dialogue, only monologue." This is an easy way to lose the attention and respect of students. He then wrote about his African American Studies professor Mr. Davis. "Another lesson to be gained from Mr. Davis’ example is that multicultural education creates a space for students to meaningfully engage with each other. It was through such struggle over social and political issues that I developed substantive relationships with my African American classmates — relationships that I do not think could have developed in my other, more Eurocentric classes that were either populated predominantly by white kids or simply did not create the space to really engage students of color." Mr. Davis clearly created a space that was driven off of interaction, not only between the teacher and class but the students with each other. I think most classes should be run in a way where students have the chance to not only engage with the teacher but with each other. Teachers too often see themselves as the sole authority of the classroom like Mr. Anderson. Instead of a guide in the room that is just as much a part of the conversation as the student.

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Emily Lucio- Let's Decolonize school, shall we?

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Emily Lucio- Let's Decolonize school, shall we?

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Two ways that I can think of to decolonize a classroom would be getting rid of the banking system in education and giving students information that they can relate to.

The banking system in the education which is a term that Paulo Freire created is basically flooding information to the student while the student brings nothing to the table. It eliminates the option of a more interactive classroom and when dealing with lecture based classes. Getting rid of the banking system will encourage students to become active learners, critical thinkers and create a Problem posing environment which Freire proposed where students and teachers collaborate and work together for a better understanding of the curriculum.

In order for students to be able to reflect on assignments and work that Is given to them, using relatable examples helps. This would help to move away from a "one size fits all" Curriculum which is unequitable since most students can not relate due to culture. It also helps to promote student consciousness and helps them recognize things that may be familiar.

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Decolonizing education is definitely challenging, but I believe it’s possible if we’re willing to rethink the foundations of the current system. According to the PBS article, Decolonizing Our Classrooms Starts with Us, the first step is for educators to reflect on their own biases and the ways their teaching might uphold colonial narratives. Many classrooms still prioritize Western perspectives while ignoring or marginalizing Indigenous, Black, and other non-Western voices. This needs to change if we want education to truly be inclusive.

The article talks about the importance of including diverse histories and perspectives in the classroom, but it’s not just about adding new materials to the curriculum. It’s also about changing the power dynamics in the classroom—like giving students more say in how they learn and encouraging them to share their own experiences and cultural knowledge. This kind of shift helps challenge the traditional hierarchies of knowledge that schools were designed to enforce, especially since formal education has roots in settler colonialism.

To decolonize education, we need to embrace relational and community-based learning methods instead of sticking to rigid structures like standardized testing or one-size-fits-all curriculums.

In short, decolonizing education is a long process, but it’s possible. The PBS article makes it clear that the first steps start with educators being intentional about their teaching practices and advocating for broader structural changes to create a more equitable system.

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I believe that education can be decolonized, according to “Decolonizing Our Classrooms Begins With Us”, a PBS reading The article highlights how important educators are to the decolonization of classrooms. By critically analyzing their own prejudices, reconsidering the resources they employ, and interacting with students, they can have an influence.

I believe that In many situations, especially for cultures that have been influenced by colonial history, decolonizing education is not only possible but also urgent and essential. In order to decolonize education, colonialism's existing institutions, practices, and content must be critically examined, dismantled, and replaced with more inclusive, fair, and culturally relevant methods.It will incorporate teaching strategies that take into account the many ways that people learn and provide them a platform to express who they are.  Focusing in  more interactive and community-based learning approaches that incorporate practical, lived knowledge, group projects, and storytelling. also incorporating real-world, experiential knowledge could be prioritized.Additionally, it will destroy systems that uphold discrimination based on racism, sexism, and classism. This may include cultural awareness classes for teachers, anti-racist instruction, and classroom equity-promoting regulations. also value knowledge and include the customs, languages, and experiences of the nearby community.

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A decolonized education would change the way we learn by moving away from the traditional system that focuses on Western ideas and strict rules. I believe the

Community, local cultures, along with nature would be the primary focus. Many teachers, students and community members will share some knowledge equally in many classrooms, teaching about many local histories, languages and traditions. Nature or local spaces eased learning of real-life skills, along with ecological stewardship. Judgments of students would be based importantly on their projects, in addition to their large self-improvement, rather than solely on tests. Community networks, where people learn through working together, storytelling, as well as daily activities, could replace schools. This education celebrates different cultures and empowers students and will definately challenge old colonial systems. I would say is possible to decolonized classrooms but  it will be very hard.

The readings, Decolonizing the Classroom: Lessons in Multicultural Education by Wayne Au's and Decolonizing Our Classrooms Starts with Us from PBS, explore the shifting of  many learning models away from many Eurocentric, top-down approaches. Their vision would eliminate classrooms concentrating on a single dominant culture along with one way of knowing. Teachers, along with students, would collaboratively explore many diverse perspectives, including Indigenous as well as non-Western viewpoints, encouraging all-embracing learning environments.

Educators will design curricula to include many histories, cultures, plus traditions, thereby contesting colonial narratives while promoting important thinking skills. Students will learn hands-on, connecting with their community, land, elders, activists and ethnic knowledge holders. Teachers actively guided students, powerfully encouraging them to question, critique, as well as co-create knowledge, instead of passively absorbing information.

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Decolonizing education is a way to take apart the colonized education into become a multicultural place. Allowing Indigenous and historical events of other nations to also be included in the education system. Oppression can still occur in schools this would only cause more harm than good. For example, the reading "Decolonizing the Classroom: Lessons in Multicultural Education" discussed the problem that has been occurring within a classroom. The teacher Mr. Anderson would disregard his students' personal experience by shutting one's voice leading to miseducating and misinforming white students. Another example we can analyze is in the reading "Let’s Stop Using Metaphors that Celebrate Extraction, Colonialism, and Violence". This one discussed the metaphors can negatively impact those who are learning. "Pioneers" is a metaphor that means doing something that matters colonizers take it into their own hands and colonize Indigenous land. And we can also mention that these metaphors that hold deeper meanings are used negatively and out of context to create violence.

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I wanted to like Orlando's gif about being far more pessimistic! LOL. However, I chose to think about what an education system that is decolonized would look like and honestly, the first thought that comes to mind are Montessori schools. Head starts and early education units are doing their best to make sure that we are heading towards the Montessori direction where we allow teachers to become guides and work in partnership with the students in learning. Maria Montessori believed that teachers also have so much to learn from the child and even in Terry Kawi's article on PBs, she spoke towards the end about how sometimes instead of just creating content and moving first as teachers, we should instead listen. If there is a utopian classroom where the students lead the learning, teachers can also learn about undo some of our colonized thinking as well.

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When the premise of formal education is directly traceable to settler colonialism -- it WOULD NOT be possible to decolonize education. The article "Let's stop using metaphors ...." when actually read -- enlightens its readers of the unconscious misuse of words. We use words like "food deserts" and wastelands" because we are comparing these idea to how colonialism describes "the lowest level" of poverty and that anything below that level, is consider "waste" and or not of any real use. Like the American dollar and how its value can be used in other countries but the currency of other countries holds very little to no value here in America. Settler colonialism provides this "baseline" that makes it hard for us to see that life, joy, peace and even prosperity lives underneath that baseline of standard. Also this idea that educational elevation is mores based on how hard you worked and not necessarily how much you learned. In relations to the article Decolonizing the classroom and quote “I think that, although they require significant amounts of work, they are not necessarily intellectually rigorous. Instead they often ask for memorization and textbook reading comprehension, not critical analysis.” I remember striving hard to hopefully get accepted by an Ivy League school because I strongly believed that it's not about the degree you got but also the school you got your degree from and CUNY schools didn't cut it. I wanted Howard University and NYU because those schools spoke "SCHOLAR" -- but it also spoke "debt for no reason". Even Hunter was and still is a school I see of high prestige but I believe it's to further this idea of not really caring to exercise your mind to think critically but to overwhelm it to "think accordingly".

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Response to writing prompt #2:

Imagining decolonized education, through Wayne Au’s perspective, would look completely different from what we have now. It would shift the focus from profit and competition to equity, liberation, and collective empowerment. Schools would not be tied to wealth or property taxes anymore, breaking the cycle where a student’s education depends on their zip code. Instead, funding would be spread out fairly, so every school, no matter where it is, has the resources to support its students. The curriculum would highlight the stories, histories, and knowledge of marginalized communities, especially Indigenous and local ways of knowing. Students would learn in a way that speaks to their realities and challenges them to think critically about the systems that shape their lives.

In this kind of classroom,  I do not believe that standardized testing would exist. Instead, students would be assessed on their creativity, collaboration, and ability to solve real-world problems. I feel that lessons would not  be about competing for individual success, but about building collective well-being and  social and environmental justice. Teachers and students would share power (so far fetched to think about now), co-creating lessons that are both relevant and transformative. Education would not solely prepare students to fit into the current system—it would give them the tools to question it and create something new.