In the ongoing discourse, internationalisation of the curriculum is increasingly being discussed in relation to inclusive education. What they share is ‘pluriform perspectives’. These perspectives can come from other disciplines, countries or groups and may ‘decenter’ the way we teach and learn. In this Big Conversation, Naomi van Stapele and Jos Beelen will apply ‘pluriform perspectives’ to two phenomena: decolonisation of the curriculum and Queer Pedagogy.

Decolonisation of teaching and learning is a component of the COIL practices that THUAS is developing with its partners in South Africa. Jos Beelen will therefore discuss internationalisation, decolonisation and Africanisation with Lynette Jacobs and Merle Hodges from the University of the Free State (Bloemfontein).

Queer Pedagogy departs from a social justice framework and informs the theoretical and pedagogical coordinates of the research on Inclusive Education at THUAS which speaks productively to decolonisation. Queer pedagogy seeks to uncover and disrupt normativities in the most radical sense of the term to make space for a plurality of perspectives and approaches to learning to make education inclusive and equitable to all. Naomi van Stapele and Glenn Martinus (THUAS) will explore the im/possibilities of Queer pedagogy and discuss how this speaks to the various debates on and practices of decolonisation in education.

Join us on 9 March from 15.00-16.00 hrs via this LINK

The Big Conversation is a WIN Lab activity and a collaboration between Team Global Citizenship & Internationalisation, Team External Relations and the Centre of Expertise Global & Inclusive Learning.