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dc.contributor.authorKoromila, Georgia
dc.contributor.authorPowell, Edward
dc.date.accessioned2023-11-20T12:55:14Z
dc.date.available2023-11-20T12:55:14Z
dc.date.issued2024
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/85254
dc.description.abstractOver the last decade, efforts to ‘decolonise’ Higher Education have gained ground in universities across the world. As Learning Developers, we must keep abreast of subsequent changes to curricula and pedagogy, so that we can help students develop the skills they need to succeed in a decolonised university. We should also consider how we can contribute to this discussion by questioning and re-evaluating our own practices through a decolonial lens. This chapter offers a departure point for exploring these questions, by reflecting on opportunities, barriers, and some early successes, all the while recognising that well-defined answers, for now, may remain elusive.en_US
dc.languageEnglishen_US
dc.subject.otherLearning, Development, Educationen_US
dc.titleChapter 15 Decolonisation in Learning Developmenten_US
dc.typechapter
oapen.identifier.doi10.4324/9781003433347-19en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBook4ea2fd06-894a-416f-94db-ccda73db0e11en_US
oapen.relation.isFundedByfb471c48-61d1-40b5-a8d7-7abd9278f351en_US
oapen.relation.isbn9781032560083en_US
oapen.relation.isbn9781032560076en_US
oapen.imprintRoutledgeen_US
oapen.pages10en_US
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review


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