Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning

  • Kasturi Behari-Leak
Keywords: epistemic disobedience, delinking, border thinking, decolonized, socially just

Abstract

In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to “discipline” us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.

Author Biography

Kasturi Behari-Leak

Kasturi Behari-Leak is Interim Director of Academic Staff and Professional Development in the Centre for Higher Education Development at the University of Cape Town (RSA), President of the Higher Education Learning and Teaching Association of Southern Africa, President-elect of the International Consortium of Educational Development, leads a national academic staff development collaborative project focused on new academics, and serves on an advisory committee of the World Universities Network.

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Published
2020-03-15
How to Cite
Behari-Leak, K. (2020). Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning. Teaching & Learning Inquiry, 8(1), 4-23. https://doi.org/10.20343/teachlearninqu.8.1.2