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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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It is possible to decolonize education. When I think of decolonized education, I imagine a classroom where the structure of teaching should be rebuilt. Teachers should teach students without following a syllabus. Instead, students should collaborate with the class to create their syllabus. When I think about decolonized education, I am reminded of Paulo Freire's “Pedagogy of the Oppressed.” I strongly support a problem-posing education, where students have the right to dialogue, critical thinking, and creativity. I believe that a problem-posing education benefits all students, especially those with disabilities. This is because problem-posing education allows students to have a say in what the syllabus should include. Instead of the teacher creating a syllabus, the students should be able to decide what is included in it. For education to be decolonized, we must fight for equality for everyone. I think that problem-posing education is a step towards this, as it allows all students to have a say in what should be included in the syllabus. When we decolonize education, we also give students the right to overcome authority. In a classroom where the teacher assigns the work, there is no authority in a problem-posing education. The students decide what they want to learn about and when assignments are due, while still adhering to reasonable deadlines.

How can education be decolonized? I am reminded of the work of Frantz Fanon in their paper "The Wretched of the Earth." Fanon believed that decolonization was violent and dangerous. Fanon pointed out that decolonization can be bloody (1961: 3). I think what Fanon meant was that if society wants to decolonize, it must first work toward the change they desire. Decolonization, as Fanon says, can be violent, but it does not have to be. If society works towards change, decolonization can be non-violent and not involve the use of force.

In their paper “Decolonizing the Classroom: Lessons in Multicultural Education,” Wayne Au talks about their own education experience. They mention two teachers who had a big impact on their lives: Mr. Anderson, who used a teaching style based on banking education; and Mr. Davis, who used a problem-posing education style. Wayne Au did not want a banking education because of their experience with Mr. Anderson. For example, when Wayne Au tried to correct Mr. Anderson about how their family pronounced a word, Mr. Anderson refused to listen and insisted that they knew better (2009: 4). This showed that Mr. Anderson had complete control over the classroom and did not allow for dialogue with students. Even when there was dialogue, Mr. Anderson insisted that they were right and the students were wrong, which perpetuated the idea that a teacher knows what is best for the students, even when they do not.

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Luis Mendez

Professor Lyons

SOC 335/Spring24

Padlet 5/Question 2

When I imagine what a decolonized education could be, I think about certain steps and ideas of what is crucial in decolonizing education. To decolonize education we must use different systems and systems that are not only respectful, rights based and humane, but also consent based. Helping students to form their identities, rather than forcing an identity on them. Like in the reading of the student who was told by her professor, Mr. Anderson stating that her idea of lychee was wrong and she didn’t know what she was talking about. After all, her father taught her and his stories about their culture, which caused confusion and second guessing to the student.

Which is completely rude, insensitive and unnecessary as a professional adult! Some steps we could take are uncover unconscious biases. Students' intellectual vision broadens to include diverse ethnic, racial, social and cultural perspectives, draws out their knowledge production landscape, and become prepared to face an increasingly diverse world! Decolonization in education would look like the process in which we rethink, reframe, and reconstruct the curricula and research that preserve the Europe centered, colonial lens or customs. Students should be able to question what professors currently leave out of scholars' education in terms of knowledge. Also questioning what we currently leave out of some important details of historic information.

Cultural, Psychological, and economic freedom. Focusing on deconstructing power relations that lie within teaching, learning and assessment. Wonder and analyze why are the colonizers scared of our culture and educational progress and unity as a whole together? Decolonization of education would look a lot more like no purchases of textbooks or paying out of pocket for school for scholars. Scholars would have more say in the curriculum and syllabus! In addition, having the opportunity to ask challenging questions to professors about the information professors are disclosing in their classrooms. Without an argument or teachers feeling threatened. Regardless of their race, color, or background!

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When reading the article Decolonizing the Classroom: Lessons in Multicultural Education, Wayne Au we can see that if all educators were working together to make a change of decolonizing education it has a lot of potential for greatness. The educators in that article turned their noses up to the thought of a certain topic being taught in the school. The student expressed that they gained a lot of understanding from this particular teachers’ class. Imagine if the curriculum as a whole was changed. Mild adjustments can make for greater change. Just imagine if children where given a chance to choose the topics they are being taught. They would be more interested and entertained by the content. Children are being given a voice, remember a right to choose is set in colonialism because they set out to take away all of your values, ideas and opinions. The curriculum should involve more of things that are more likely to include their input and interpretation of certain topics. This is where the banking system was more than likely introduced. It gives no room for critical thinking, just completing various assignments. Just remain seated and listen to what I say because I know best, because I’m the adult. Children should be allowed to move around in the classroom with some type of order of course. But children have a lot of energy, even high school aged need some type of hands on interactions. I would even say that colleges should be included in the reconstruction. During this experience of returning to school after many years, I can say I learn a lot more and retain more information when being included in the conversation. Rather than the professors that just sit and “talk at” the students. The curriculum should involve more of things that are more likely to include their input and interpretation of certain things.  I believe if children had more say in what was taught in school, they would hold on to some of the information. Different races would understand one another better and the hate and implicit bias for another person based on race wouldn’t be so prevalent. As he said he got a better understanding of some of his African American classmates and even formed meaningful relationships with them. Some of the ideas and ways of settle colonialism, I believe also have a lot to do with separating us into groups so we are unable to explore one another's backgrounds and understand that in some way we are being colonialized and oppressed in a system that is designed to marginalize certain groups of people for their own personal gain. So if we make a decision to work together to improve this major institution that has been colonialized maybe other institution of government could follow.

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In my mind, a decolonized education entails not only fixing up the curriculum but also changing school policies, restricting over-policing, fixing up the entire school environment, and adding more guidance counselors and social workers. It's important to not only provide a safe educational environment for all students but also encourage them to speak their minds, have and build on their ideas, and give them access to information and resources that will not only help them improve as a student but as a member of society. Of course, we can't force the education system and institutions to undergo a process like this, it all has to start somewhere and we cannot fully start from zero unless we wish to have no structure and create chaos. It should start by subtly implementing a new educational system and preventing any more students from being discouraged from speaking or set on a path because of the community they are in. This beginning of the process is inspired by Wayne Au's "Decolonizing the Classroom: Lessons in Multicultural Education", Wayne not only speaks about young students being able to speak their minds but also teaches them the importance of multicultural education and letting them grow with our help. Wayne even acknowledges the downside of starting over; promoting the need to accept the ideas and beliefs because they are right without any information and presentation is essentially forcing those to accept these changes blindly. It's important for individuals to understand the need for change and understand what is truly going on in society, before forcing change.

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I strongly believe it is possible to decolonize education. Lets remember that the educational system as we see/know it was written and produced by colonizers. Therefore to decolonize education, we must confront and challenge the colonizing practices that has, and is still influencing education in our present day. Frantz Fanon in his reading "The Wretched of The Earth," said "decolonization never goes unnoticed." I know certainly that it is possible to make significant steps towards a more inclusive an equitable educational system.

The majority of us in this class are educators. We know that the curriculum is a very important aspect of decolonization. Decolonizing involves us reflecting on the how the educational institutions are structured, and the role they place in the larger society. The schools need to consider the knowledge and ways in which it is given. In NYC Public Schools, there is mandated education, which is deeply rooted in colonialism. It is important that as future educators, we empower our students with cultural knowledge.

We can decolonize education by changing the way we teach our students. This means offering diverse perspectives on history and culture in the classroom, having a variety of readings, books and resources that represents a range of voices and experiences. I think when students learn about the contributions and achievements of different communities, it brings a sense of respect and appreciation for their culture. This bring me to Wayne Au's reading, "Decolonizing the classroom:...." when the white history teacher, Mr. Anderson wouldn't let his student speak, he was basically silencing him. Mr. Anderson refused to listen to the word being pronounced, even though it was correct. He is the white teacher, the colonizer and Wayne just a student, an Asian student. It saddened me reading when the Wayne said "In Mr. Anderson's class, my own authentic cultural knowledge and perspective as a Chinese American had no value."

As educators, it is important that we validate students' experiences, help students to form and strengthen their identities, and most importantly, value their heritage.

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Imagine a decolonized classroom that bears no resemblance to what we currently have. Envision it where power and structure are replaced to include the stories of all, predominantly those of color. Such a world would be vastly different and more equitable, offering an education system that truly serves the needs of all individuals. With this vision for a classroom, we're leaving behind the passive approach to decolonization. It's not just about throwing in a few diverse authors; it's about shaking up the whole narrative. By centering the voices and stories that colonial powers tried to bury, it would give those who have been colonized the spotlight they deserved.

Fanon emphasizes that decolonization is not a simple process but rather a challenging battle. It involves confronting the disturbing events of the past and present that have been ignored. In this classroom, history is no longer a biased narrative. Instead, it is viewed as a platform that fights against the lingering effects of colonialism. It would go beyond the surface of the subject, pushing to ask challenging questions and envision a world where every individual's voice is heard. The aim of the decolonized classroom is not just to excel in exams; it is about creating young learners to be critical thinkers.

Au's critique of dominant educational narratives is similar to Fanon's analysis of colonial discourse, which perpetuates power imbalances and oppression. In a classroom where the effects of colonization are recognized, educators would strive to teach the history of the colonized in an authentic and unbiased manner. Rather than a one-sided approach, they would encourage a dialogue of shared experiences. In contrast to the traditional approach of Mr. Anderson described by Au, who was an authoritative figure who only pointed out students' mistakes, this ideal teacher would actively engage in a constructive exchange of ideas with their students, promoting a two-way learning process. In this manner, both the teacher and the students can learn from each other.

In a decolonized classroom, the curriculum would encompass a diverse range of historical narratives. Rather than being restricted to a Eurocentric narrative, students would have the opportunity to learn about their cultural heritage and that of others. This approach would provide a more inclusive and comprehensive education, going beyond the limited scope of traditional lessons. Au and Fanon emphasize the importance of hearing from everyone, especially those whose stories have been overlooked. It is essential to see ourselves reflected in what we learn, like finding our own stories in textbooks. As a young learner, I often felt disconnected when studying American history because there was very little representation of people like me. If I had been in a more affirming space, it would have made a huge difference. That's why culturally relevant teaching is so important, as Au emphasizes, and why it's crucial to acknowledge the cultural identities of both the colonized and colonizer, as Fanon highlights. By incorporating diverse cultural perspectives into the curriculum, teachers could challenge stereotypes and Eurocentric norms and studies while fostering a sense of belonging and empowerment among all students.

In a decolonized classroom, the curriculum wouldn’t just be about regurgitating facts from a Eurocentric perspective. It would involve engaging with literature, history, and other materials that reflect diverse experiences. This transformative process would challenge us to think critically, question authority, and advocate for social justice inside and outside the classroom.

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A decolonized education to be would be a place where we are taught more about Indigenous people and their culture, values and beliefs. To not only talk about how the Europeans concurred all these countries but how they did it and to what expense. This would also be allowing the students to question and get a deeper understanding of history and not be taught that settlers always did the right thing. It would be an eye opener to different history, backgrounds, language \, food and more. Not just the American history and it's heroes being taught and English being the only language spoken. Because to begin with, the indigenous people did not speak English, and we don't even know what their language comes about, why they dressed the way they did or what they ate.

Now a decolonized classroom to me would be a safe space where students from other countries can bring in their identities and explore them. To not be judge because they have an accent or want to question or challenge a certain period in history. To let our knowledge and questions go beyond the curriculum.

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I do believe that it is possible to decolonize education. The real question, though, is, how long would it take for that to happen? It would not be an overnight process. Decolonization brings about diversity, equality, and inclusion. It's creating an egalitarian society. It is rebuilding education to be more conducive to the true needs of every student. Decolonizing is breaking away from the original order. In indigenous societies, education was segregated. The whites were always catered to with the best, while indigenous people were hardly exposed to a tangible education. This is disturbing because, as you age, the material that was forbidden to be taught to the indigenous people works against them. What kinds of jobs would be available to them? They won't be able to have equal rights and opportunities. Decolonizing would take a movement like Martin Luther King. The dream would need to become a reality.

Problem-posing education is what decolonizing would look like. Education would be something the teachers and students work on together through dialogue. The curriculum would be a joint effort where the students would no longer be associated with the banking method of education -monologue and the teacher in complete control-. Teachers can pose questions that would provoke critical thinking. Although Frantz Fanon in "The Wretched of the Earth,1963, Pg. 45 said, "Let us admit it, the settler knows perfectly well that no phraseology can be a substitute for reality," I believe that education can be decolonized.

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Decolonizing education is a huge challenge because as we know, schools come from a lifelong background of colonial history. Some people may think we can change education by including Indigenous perspectives and knowledge and that it can help make schools more welcoming for everyone while challenging colonial ideas. Similarly, in the article "Decolonization is not a metaphor" by Eve Tuck and K. Wayne Yang, they offer insights into the limitations of metaphorical understandings of decolonization in education. They advocated for concrete actions that prioritize Indigenous sovereignty in the education system and they have emphasized the need for structural changes that challenge settler colonial power dynamics.

Overall, the debate surrounding the possibility of decolonizing education is complex. In Wayne Au's article "Decolonizing the Classroom: Lessons in multicultural education" he says that decolonization necessitates a fundamental shift in understanding the purposes of education and requires radical methods for accomplishing change. Others say that education is so linked to colonialism, that in order to change it, we'd have to completely change everything and make a new system that acknowledges and respects Indigenous people etc. Although people have different ways on how to go about decolonizing education, one thing that everyone knows is that the education system needs lots of improvement and that we need to address the inequity to make schools better for everyone.

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Decolonizing education is not impossible in my opinion because you have to completely deconstruct the foundation of education. In several ways you can still rebrand it or rebuild it to fix it's flaws allowing different perspectives and more of Bilingual Education. When I say Bilingual education meaning is by Offering education in both colonial languages and Indigenous languages, giving equal importance to both. So that the education won't seem one sided and looking like we want to brain wash them into our culture. Lastly, Working closely with the Indigenous communities to develop educational materials and methods that reflect their histories, cultures, and values. As stated in "stolen bodies, stolen land" it stated how "exploitation and deconstruction of Indigenous African land for the building up of white settler infrastructure and wealth stolen land in the colonies from 1492". This demonstrates how these settlers were attempting to take and extort everything the blacks had so the whites could be more superior. Albert Memmi also stated how they "undertook this inventory of conditions of the colonized people mainly in order to understand myself and to identify my place in the Society of other men". Which brings me to point that how he did not get to even acknowledge his own culture but he had to find a comfortable identity in another society which is very unethical.

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When thinking about decolonizing education I do feel like it can be done but it will take a team and patience. This will give teachers an open floor to teach students about their identity and who they are and what their culture looks like rather than reading from a text book. Students will have a voice and speak on what their needs are and how it can be meet. Wayne Au talks about student s being able to speak their minds as well as the importance of multicultural education and helping the students grow. Wayne also mentions that there can be a downside to starting over and the the idea of promoting the need to accept.

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In a decolonized educational system, the European perspectives that have been predominant in academic curricula would be critically examined and challenged. The diverse cultural, indigenous, and non-Western knowledge systems, histories, and contributions would be recognized and appreciated. This necessitates incorporating a more comprehensive and global perspective into the curriculum. Empowering Marginalized views: Under a decolonized educational system, underrepresented groups' viewpoints and views would be prioritized and elevated. A varied range of identities, experiences, and narratives would be represented in the curriculum, which would be inclusive. Students could develop empathy, compassion, and respect by learning about and from historically marginalized populations. Collaboration and Reciprocity: A decolonized education would encourage cooperative and reciprocal connections between teachers, students, and communities. Partnerships with nearby communities, indigenous peoples, and other knowledge bearers would be encouraged. Encouraging students to engage actively in community-based problem-solving and social justice activities and develop a tremendous respect for various methods of knowing and learning. All-inclusive Learning and Well-Being: A decolonized education would acknowledge the value of total learning, considering students' mental, physical, and spiritual health and academic knowledge. Incorporating additional knowledge, arts, and practices into the curriculum will enable a comprehensive grasp of the outside world and themselves.

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Mr. Au speaks of his 9th grade experience in an AP World History class, as a half-white, half-Chinese teenager. One experience is when teacher talked about his trip to China and a fruit he tasted, called "Lychee." Now the teenage Mr. Au also had experiences with the same fruit. But the AP History teacher did not want to hear his student's story or pronunciation of the fruit. He instead, chastised the teenager regarding the right way to pronounce the fruit and embarrassed him. That type of education is an example of colonialism in our education system. Instead of that teacher, recognizing that it would have been a learning moment for both teacher and student, had they both conversed about the fruit, it became the teacher dominating the talking, with him thinking "my way or the high way." He obviously knows that his way of teaching is the only way to teach in that school setting. His student is half-Chinese and should know a little if not more about the fruit that he grew up eating. But because of Society's racism, and class system, those in power are not interested in anything but what they want society to know and/or learn. I don't believe our nation's school system will ever decolonize education. Our education system was not built for people of color in the United States, or one might say" the world" for that matter. We have always had to build our own schools, and after the schools were integrated, the quality of the schools once the white students left were deplorable. Our school system has so many Mr. Andersons, that teach that way. Most teachers teach how they were raised, how they "feel." They teach their values. They are not ware that there's a whole room of young people that have their own values, and experiences that they need to discuss too. They are putting together their worlds, and we have these teachers that are telling them they are not apart of this world, by not interacting with them, by not letting them join in and discussing how their world works for them and others not like them.

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Question 2

When I imagine what a decolonized education might look like I see a curriculum been more balanced teachers and students questioning education itself. Not following the “classroom norms” what we see now. Students will have an opportunity to learn about their cultural heritage. It will be surrounded, and students will be involved more in learning history.

Frantz Fanon mentions in his paper “The Wretched of the Earth” that decolonization can be violent as scary as this sounds or as much anxiety this can give someone, I believe that yes it can be violent depending on how society takes the change and also how drastic the changes will be.

He also mentions that decolonization is not a simple process but rather a challenging battle and this is always the case when it comes to change, I believe any change can be challenging, change itself can be scary and very challenging but can be a good thing or a positive thing again depending how we react to it and how we view it.

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When thinking about current schooling systems in America; I think about the many ways in which the system is rooted in settler colonialism. Our current education system perpetuates the power dynamics and ideologies of colonizers. Additionally they erase and omit the cultures and identities of other colonized groups. Current educational systems create an authoritarian style dynamic in class rooms and only allow for a single stream flow of education to occur. Lastly, a colonized education system subtly encourages the over policing of minorities in schools .

I believe that is possible to create a decolonized education but in order to do so the "roots" that our current educational system is built upon must undergo a complete reform. Firstly we must create classrooms where students feel comfortable sharing their knowledge, asking questions and are respected by teachers. Paulo Freire's "Pedagogy of the Oppressed" he introduces the concept of "problem-posing education" which allows students to think freely, determine how they want their education to be and are no longer just listeners in the classroom but actively contribute to their educational process. We must also create a curriculum that doesn't omit parts of history but is inclusive of everyone's culture. In " Decolonizing the classroom" author Wanye au tells a personal experience in his life where a teacher disregarded Wanye's humble correction regarding the pronunciation of a fruit that is native to his culture. He later on brings up the dangers of exclusion especially in multicultural studies as they result in the miseducation of white studies as well as the attacking of minority identity.

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In my honest opinion, decolonizing education is not feasible. The roots of formal colonialism are traced back to settler colonialism, and the education system is at the center of it all. Through this system, we learn how to function as productive citizens in society, socialize with peers, respect authority figures, and understand fundamental concepts like family and the world.

The education system is integral to everything we know, love, hate, enjoy, and dislike. However, this system has been established on the foundation of settler colonialism. This colonialism has instilled a sense of "order" and "structure" in the education system. The way we learn, what we learn, and where we learn have all been shaped by colonialism. Therefore, eradicating this way of life would be daunting because it is uncomfortable. Society has never questioned the education system's structure; people have adapted to cultural norms.

To decolonize education, there would be a need for a complete overhaul of the education system. This would require a shutdown of everything and reformation. However, most people will not be open to unstructured schooling. Therefore, there is a need for a significant shift in mindset and a willingness to challenge cultural norms to achieve decolonization.

In his article "The Wretched of the Earth," Frantz Fanon delves into the complex concept of decolonization and its profound impact on our society. According to Fanon's theory, the process of decolonization will not be peaceful. It will require a deep examination of all we have been taught and a critical questioning of the values and systems that underpin our society.

Fanon argues that capitalism and colonialism are deeply intertwined and have shaped our society in ways that we may not even be aware of. To truly decolonize, we must be willing to scrutinize everything we have learned and accept that some may be harmful or untrue.

One of the most significant challenges of decolonization will be uprooting the education system from what it knows. This will be a violent and uncomfortable process, requiring us to confront the things we have unquestioningly accepted. It will ask us to question the values we have been taught, such as white values, individualism, domination, subordination, and competition. These values have been ingrained in our society, and we have thrived on them for generations.

At the core of decolonization is acknowledging settler colonialism and its impact on our society. We must admit that it has had a negative impact on our society and work towards rectifying this. Fanon suggests that decolonization will be noticeable, and we cannot hide it. This process requires us to confront uncomfortable truths and work towards a more just and equitable future. In order to achieve decolonization, we must be willing to step outside of our comfort zones. Unfortunately, many people are not willing to do so. This unwillingness to be uncomfortable is why decolonization is currently impossible. We cannot hope to create a more equitable and just society without the courage to challenge our own beliefs and assumptions.

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Although decolonizing education may be challenging, it is definitely possible. A decolonized education teaches all students about different histories and cultures that includes the perspective of the native people! This is a key factor because colonized education revolves around only teaching history through the perspective of settlers, not taking into account the native culture. Schools need to make it a point to include indigenous natives from the communities in decision-making traditions. It's important for teachers to have respect for all cultures and have the proper resources to teach history correctly throughout all schools. Being that the education system is heavily set with their colonial history, it would be difficult to change the foundation of education itself. Even though progress can still be made, it's a complex, ongoing situation that would require a lot of commitment and effort to fix.

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In a decolonized education system, classrooms would look very different. Instead of sticking to traditional subjects and methods, teachers would work together to make changes that reflect a more inclusive and diverse curriculum. For example, they might choose to teach history from multiple perspectives, including those of marginalized groups that have been overlooked in the past. Students might also have more say in what they learn, so they can explore topics that interest them personally. This could make learning more engaging and relevant to their lives. Overall, a decolonized education would aim to break away from old ways of teaching and embrace new ideas that better reflect the diversity of our world. we see this in the reading Decolonizing the Classroom: Lessons in Multicultural Education

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For me, a decolonized education would finally be inclusive and honest, where indigenous knowledge, perspectives and voices would be heard and prioritized. There would be no (fit race here) history month. Contributions of Blacks and other non-whites would be acknowledged and celebrated. Opportunities for students to engage critically in meaningful dialogue and be part of the discussion would exist. The world would be our school and we would also learn through observation and hands on experiences.

Even in trying to imagine what a decolonized education can look like, I still cannot help but base it on what education is today. Ultimately, a decolonized education would help dismantle colonial power structures, allowing for equal opportunities where students can thrive. Overall, it would be an inclusive learning environment that honors and respect diverse cultures and experiences.

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A decolonized education would reshape both the classroom and school environment to be more inclusive and reflective of diverse perspectives. According to Wayne Au in “Decolonizing the Classroom,” the curriculum should incorporate a variety of cultural narratives and challenge dominant Eurocentric viewpoints. Au suggests that education should include “multiple narratives and interpretations” to provide a richer understanding of history and cultures. Pedagogical methods would emphasize collaborative learning and critical thinking, enabling students to question and engage with different viewpoints. The classroom environment would feature resources that represent various identities and experiences, creating a space where students feel respected and valued.

Schools adopting a decolonized approach would involve community members in decision-making processes, ensuring diverse voices are included. As noted in “Let's Stop Using Metaphors that Celebrate Extraction, Colonialism, and Violence” by Rethinking Schools, decolonized education might explore models like community-based learning or decentralized systems that better meet local needs. Assessment would shift from standardized tests to holistic evaluations that recognize different ways of learning and personal growth. This approach seeks to dismantle colonial practices and build a more equitable and just educational system.

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Yes, it is possible to decolonize education, and doing so is essential for fostering an inclusive learning environment. Recognizing that formal education has connections in settler colonialism highlights the need for change. Paulo Freire’s "Pedagogy of the Oppressed" highlights valuable guidance for this process. Freire emphasizes the importance of critical consciousness, encouraging students to question the dominant narratives imposed by those in power. By promoting critical thinking, educators can help students understand the biases in traditional curricula and engage with their own histories, fostering a sense of empowerment.

Decolonizing education means incorporating diverse perspectives that reflect the histories and cultures of marginalized communities, especially Indigenous peoples. This involves moving away from a Eurocentric curriculum and integrating Indigenous knowledge and worldviews. Freire believed that education should be a collaborative process, where students and teachers learn from each other. This creates a more equitable classroom that values all voices.