Decolonisation of the curricula exceeds material changes to what we teach. It asks, also, that we transform the ‘coloniality of being’1 embodied experiences of dehumanisation. But how can we, as teachers, disrupt interpersonal transmissions of coloniality in the classroom and beyond? This session will explore the value of working to create ‘decolonial atmosphere’s’2 in order to remake our teacher-student relationships along decolonial lines. We will discuss the meaning and markers of decolonial atmospheres and how this praxis can be engaged with.
A critical reading of 'A Pedagogical Response to Decoloniality: Decolonial Atmospheres and Rising Subjectivity' is useful but not a pre-requite to engage in this dialogue.
1 Maldonado-Torres, N. (2007). On the coloniality of being: Contributions to the development of a concept1. Cultural Studies (London, England), 21(2-3), 240–270. https://doi.org/10.1080/09502380601162548
2 Bell, D. (2018). A Pedagogical Response to Decoloniality: Decolonial Atmospheres and Rising Subjectivity. American Journal of Community Psychology, 62(3-4), 250–260. https://doi.org/10.1002/ajcp.12292
About the speaker
Dr Deanne Bell, Senior Lecturer and Decolonialist
Deanne Bell is a Senior Lecturer in Psychology at Nottingham Trent University. She holds a PhD in Depth Psychology with a specialism in community psychology, liberation psychology and ecopsychology from Pacifica Graduate Institute.
Deanne’s work focuses on social transformation given the reality of social suffering, structural violence and collective trauma the majority world experience. She uses a decolonial framework both within the university where she is involved with decolonising the university and more broadly where she continues to study how we bystand social suffering. She has recently launched a research project titled 'The Anatomy of Indifference and Care'.
How to join the session
The session will be hosted on Zoom.
Join via this Zoom link at the start time given above.
(Meeting ID: 853 0397 0684. Passcode: 227713)
