Global Inequalities in Higher Education and the Arts
In the field of higher education, what could a decolonized curriculum look like, and how might public funding for arts and culture benefit from a decolonized approach? Inequalities have been an enduring challenge for centuries, but higher education and arts are increasingly recognized as powerful vehicles of positive change.
Main content
Course leaders
, Professor, Faculty of Education, Western Norway University of Applied Sciences聽(Bergen).
, Professor, Department of Pedagogy, Religion and Social 大象传媒, Western Norway University of Applied Sciences聽(Bergen).
Guest lecturers
Emily Achieng鈥� Akuno, Professor of music, Technical University of Kenya, and Deputy Vice-Chancellor (Academic Affairs) at the Co- operative University of Kenya.
,听dancer, cultural activist,choreographer.
,听Deputy Director (Research) of the Queensland Conservatorium, Griffith University.
,听Distinguished Professor of Education,听Stellenbosch University.
聽, Profoessor, School of Education, University of Kwazulu-Natal.
,听Associate Professor of Music Education, University of Toronto.
Decolonization is a concept that has attracted much attention across recent years in the fields of higher education and the arts, but to what extent are its arguments, and their origins, understood?聽What are the driving forces behind the processes of decolonization, and what constitutes these different forces?聽What might be the limits of decolonization, and how do its mechanisms relate to globalization as well as efforts to bolster social justice and reduce inequality?聽聽
This course examines global challenges associated with access to quality higher education and sustainability of arts heritage, both of which are concerns highlighted in the UN鈥檚 Sustainable Development Goals. We will examine the contested issues related to inequalities in curricula and public funding in different geographical (state) contexts.
Specifically, we will consider both theoretical and practical writings, from a range of authors and fields, to determine how they conceptualize global inequalities and the role of education and arts in creating opportunities for poverty reduction and enhanced quality of life. Among the contemporary epistemic challenges that we will address are decolonization movements: their origins, strategies, and range of activities.聽
Session topics
- Global Inequalities in Higher Education聽
- Understanding Decolonization Movements
- Inequalities and the Arts聽
- SDGs, Heritage and Cultural Diversity聽
Learning outcomes
Students will:
- Understand how concerns for education, heritage, and cultural diversity are reflected in the UN鈥檚 Sustainable Development Goals聽
- Recognize how participation in arts and higher education can promote broader recognition of inequalities and may contribute to poverty reduction聽
- Understand diverse ways that the Decolonization concept is defined, and its origins are explained.聽
- Recognize how Decolonization is understood to intersect with concerns regarding globalization, inequality and social justice.聽
- Identify ways that the Decolonization concept has been used in projects to rethink various higher education fields and artistic practices, as well as challenges associated with efforts to promote 鈥渄ecolonized鈥� approaches.
- Produce research publications based on the course material.
Credits
Participation at the BSRS is credited under the European Credit Transfer System (ECTS). Participants submitting an essay, in a form of a publishable manuscript of 10-20 pages, after the end of the summer school will receive 10 ECTS. Deadline for submission will be decided by your course leader.
It is also possible to participate without producing an essay. This will give you 4 ECTS. In order to receive credits, we expect full participation in the course-specific modules, plenary events and roundtables.
Course leaders
David G. Hebert聽is Professor in the Faculty of Education at Western Norway University of Applied Sciences聽(Bergen). He is also manager of the Nordic Network for Music Education, Professor II with Lund University, and an聽Honorary Professor with the Education University of Hong Kong. His scholarly interests include comparative education,听music, educational technology, and cultural heritage policy. A widely published and cited researcher (h-index: 15), he聽has published several books, as well as articles in 35 different professional journals, and has worked for universities on聽five continents.
Erlend Eidsvik is a Professor of sustainability and climate聽Bildung聽at Western Norway University of Applied Sciences (HVL). He holds a PhD in geography from the University of Bergen. Since 2012, Eidsvik has worked in teacher education at HVL. He teaches topics related to geography, sustainability and knowledge politics at master and PhD-level. His research includes issues on education and sustainability, geographical literacy, climate literacy, postcolonial theory and political ecology. He is heading a research group in Comparative Education, as well as research collaborations with partner institutions in South Africa.
Readings
Allen, Jafari Sinclaire & Jobson, Ryan Cecil (2016). The decolonizing generation: (Race and) theory in anthropology since the eighties.聽Current Anthropology, 57(2), 129-148. DOI:聽10.1086/685502
Connell, Raewyn. (2018). Decolonizing sociology.聽Contemporary Sociology, 47(4), 399-407.
Davids, Nuraan and Waghid, Yusef. (2018). Indigeneity and African education: Cultivating decolonized university teaching and learning. In John E. Petrovic and Roxanne M. Mitchell (Eds.),听Indigenous Philosophies of Education Around the World. Routledge.聽
Fomunyam, Khedinga G. & Khoza, Simon Bheki (2021).聽Curriculum Theory, Curriculum Theorising, and the Theoriser. The African Theorizing Perspective. Leiden: Brill聽
Go, Julian. (2016).聽Postcolonial Thought and Social Theory. Oxford University Press.
Harrison, Klisala. (2013). The relationship of poverty to music.聽Yearbook for Traditional Music, 45, 1-12聽聽
Hebert, David G. (2021). Editorial Introduction: Global competence, decolonization, and Asian educational philosophies.聽Nordic Journal of Comparative and International Education (NJCIE),听5(2), 1鈥�7.
Mbembe, Achille Joseph. (2016). Decolonizing the university: New directions. Arts & Humanities in Higher Education, 15(1), 29-45.聽
Mignolo, Walter D. (2021): Coloniality and globalization: a decolonial take,听Globalizations, 18(5), 720-737. DOI: 10.1080/14747731.2020.1842094聽
Ranasinha, Ruvani (2019). Guest Editorial: Decolonizing English.聽Journal of Commonwealth Literature, 54(2), 119-123. DOI: 10.1177/0021989419837026聽聽
Sharma-Brymer V. (2009) Reflecting on Postcolonialism and Education: Tensions and Dilemmas of an Insider. In: Cowen R., Kazamias A.M. (eds)聽International Handbook of Comparative Education. p. 655- 668. Springer International Handbooks of Education, vol 22. Springer, Dordrecht.聽
Smith, Linda Tuhiwai. (2021).聽Decolonizing Methodologies: Research and Indigenous Peoples听(3rd聽edition). Zed Books.聽
APPLICATION
Find out how you can聽apply to be part of BSRS 2022.
顿别补诲濒颈苍别:听15 February 2022聽(extended deadline).
BSRS 2022聽is a virtual research school with lectures, seminars, groupwork between 9am - 5pm (颁贰罢).听
BSRS is聽offered聽free of charge.
BSRS COURSES 2022
Gender, Justice and Environmental Crises
Redi Koobak聽(UiB)
碍补谤颈听闯别驳别谤蝉迟别诲迟听(鲍颈叠)
Food Security for 8 Billion
Hanne Rosendahl-Riise (UiB)
Ingunn Marie聽Stadskleiv Engebretsen (UiB)
Governance and Inequality
Lise Rakner聽(UiB)
Ragnhild Louise Muriaas聽(UiB)
Climate Change and Inequality of Mobility
Johannes Servan聽(UiB)
Christine Straehle聽(University of Hamburg)
Economic Experiments in Developing Countries
Catalina Franco聽(NHH)
Global Inequalities in Higher Education and the Arts
David G. Hebert (HVL)
Erlend Eidsvik聽(HVL)
Joint sessions:
Systems thinking, creative problem-solving and project management
Birgit Kopainsky聽(UiB)
Ingunn Johanne Ness聽(UiB)
Hiwa M氓len聽(UiB)
