Download to read offline
Uploaded byHelen Webster
Decolonising study skills
This document discusses the need to decolonize approaches to teaching study skills in universities. It presents three common models for teaching study skills - the study skills model, academic socialization model, and academic literacies model. The study skills and socialization models are criticized for viewing skills as neutral and transferable, focusing on student deficits, and perpetuating dominant academic practices without interrogation. The academic literacies model sees skills as social practices embedded in issues of power, identity and epistemology. The document questions current expectations of learning and whether they impact minority students. It suggests study skills instruction needs to consider student expertise and work to diversify academic practices and identities. However, the extent to which universities can truly decolonize is uncertain
More Related Content
Similar to Decolonising study skills
More from Helen Webster
Editor's Notes
- #5 Widening Participation, Internationalisation, Accessibility (SpLD)
- #7 Problematic in terms of values Also in terms of what we’re missing – the student’s expertise This is academic socialisation, not academic literacies.
- #9 Lave and Wenger – communities of practice, novice/expert Not really looking at processes or practices of learning other than communication, and even then too skewed towards writing as product
- #14 I’ve added the last layer as a place to bring together the writer and the reader and negotiate a way forward. wAS developed as a research heuristic, but could be a nice model for a developmental conversation. The resisting writer- negotiation and identities, constraints and potential. Polyphony – your ‘own’ words and ideas? Also helps to validate invisible or unintended learning – what we capture is a sampling, a snapshot only Can – both constraint and possibilities – open up multiples. Need – this brings in the lecturer’s dimension and is where negotiation happens Could be a workshop discussion, and also a pro forma for them to work through an assignment with
- #15 In the centre is the curriculum, discipline community, institution or lecturer, which neither of you can fully speak to, but both of you can piece together
- #16 The original 5 Ps from CBT are Presenting Problem, Predisposing, precipitating, Perpetuating and Protective factors.