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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Baxter-Patrick James Island
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Main Library
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Bees Ferry West Ashley Library
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Autoethnography as a Decolonising Tool: Bringing Identity into the Classroom
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- Author(s): Arianna Nisa-Waller (ORCID
Arianna Nisa-Waller (ORCID 0000-0002-9551-8077 ); Gemma Piercy (ORCIDGemma Piercy (ORCID 0000-0001-8469-1846 )- Language:
English- Source:
Higher Education Research and Development. 2024 43(5):1142-1155.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Descriptive - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 14
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/07294360.2024.2307924
- ISSN: 0729-4360
1469-8366 - Abstract: The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Maori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1427683
- Availability:
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