The Importance of Gender and Decolonisation in Higher Education
Introduction
The intersectionality of gender with other aspects of identity, such as race, ethnicity, culture, and religion, is of utmost importance in understanding the diverse experiences and perspectives of learners. When it comes to decolonising and gendering the curriculum, a nuanced approach is required to create a space where students can engage with gender issues through the lens of their own lived experiences and cultural backgrounds.
TNE and the Franchising Model
The tension between decolonisation and the global higher education franchising model raises profound questions about the nature of Transnational Education (TNE). The franchised university runs the risk of perpetuating a neocolonial dynamic by imposing Eurocentric norms and perspectives under the guise of providing a “universal” education.
Personal Experience
As an educator, I have always incorporated gender perspectives into my curricula across various courses. However, I have not always been successful in doing so. A notable blunder occurred in 2017 when I presented a Ryanair advertisement featuring a bikini-clad model as an example of gendered advertising. I lacked the social and cultural understanding of what was appropriate in Dubai, where I was teaching at the time. This incident highlighted the importance of respecting social and cultural norms when discussing gender-related topics.
Over time, I have learned not to diminish the significance of Western feminist thought in my teaching in the UAE. Instead, I now situate it within a broader tapestry of perspectives, allowing students to engage with gender issues in a way that feels relevant and meaningful to their cultural identities and experiences. When designing classes, I make it a point to read publications from the country I am teaching in to ensure appropriateness and relevance.
A Collaborative Approach
A more structured and collaborative approach is needed to adapt and contextualise curricula in TNE models. Universities should establish networks across their teaching campuses, involving all stakeholders, including staff, local government, organizations, and most importantly, students. This iterative process should be informed by the voices and lived realities of these stakeholders, fostering humility, ongoing learning, self-reflection, and an appreciation for cultural diversity.
Benefits and Lessons
The financial impetus to develop TNE offerings continues to grow. However, the benefits of getting it right extend beyond financial gains for the “home” institution. Teaching diverse cohorts of students provides valuable lessons in inclusivity, such as supporting students during religious observances and delivering academic skills support that resonates with different cultural backgrounds. It also presents an opportunity to decolonise the curriculum.
A Pluralistic Approach
All models of TNE should evolve from being unidirectional purveyors of knowledge to pluralistic spaces where diverse perspectives converge. By embracing this mindset, educators can navigate the nuances of TNE with greater sensitivity and create truly inclusive and transformative learning experiences.
Heather Jeffrey is a lecturer in marketing and head of subject at the Birmingham Business School, University of Birmingham Dubai.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development | – The article discusses the importance of understanding gender issues through the lens of students’ own lived experiences and cultural backgrounds, promoting gender equality and appreciation of cultural diversity. – The author mentions the need to situate Western feminist thought within a broader tapestry of perspectives, allowing students to engage with gender issues in a way that feels relevant and meaningful to their cultural identities and experiences. |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | – The article highlights the importance of understanding how gender intersects with other aspects of identity, such as race, ethnicity, culture, and religion. – The author emphasizes the need for a nuanced approach that considers the diverse experiences, perspectives, and cultural contexts of learners. |
| SDG 16: Peace, Justice and Strong Institutions | 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels | – The article suggests that universities with TNE models should establish networks across their teaching campuses to adapt and contextualize curricula in an iterative process informed by the voices and lived realities of all stakeholders, including staff, local government and organizations, and students. – It emphasizes the importance of a collaborative approach and inclusive decision-making. |
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Fuente: timeshighereducation.com
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