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  1. Being ‘Lazy’ and Slowing Down: Toward decolonizing time, our body, and pedagogy.Riyad A. Shahjahan - 2015 - Educational Philosophy and Theory 47 (5):488-501.
    In recent years, scholars have critiqued norms of neoliberal higher education by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of ‘time’ and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. I show how this (...)
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  • The Radical Limits of Decolonising Feminism.Suzanne C. Persard - 2021 - Feminist Review 128 (1):13-27.
    From yoga to the Anthropocene to feminist theory, recent calls to ‘decolonise’ have resulted in a resurgence of the term. This article problematises the language of the decolonial within feminist theory and pedagogy, problematising its rhetoric, particularly in the context of the US. The article considers the romanticised transnational solidarities produced by decolonial rhetoric within feminist theory, asking, among other questions: What are the assumptions underpinning the decolonial project in feminist theory? How might the language of ‘decolonising’ serve to actually (...)
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