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.

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!   

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.

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.

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.

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.

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.

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.  

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.

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.

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.

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.

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.