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Higher Education, Decolonization and the Pursuit of Ecojustice - place for two to three PhD Candidates

Chair group

Education

You can also have a look on the Dutch website.

Supervisor

Dr. Caroline Suransky

 

Chair Education
Supervisors Dr. Caroline Suransky (with ius promovendi)
Co-promotor dependent particular topic the PhD student wants to address 

Field of Research: Decoloniality and Decolonizing (Higher) Education

There are plural meanings for decolonization and decoloniality, partly varying on ones’ understanding of colonialism. Decolonial scholars assert that all forms of colonialism have resulted in the denigration and decimation of knowledge (de Sousa Santos, 2013; Mignolo, 2018; Mbembe, 2021).  Decolonization aims to redress colonial legacy in processes which are “contextual, relational, practice-based and lived” (Walsh, 2018). In education and research, it seeks to analyse, critique, and disrupt sedimented and codified colonial practices and draw from plural ideas, social practices, histories, identities, and beliefs in knowledge production in pursuit of ‘epistemic justice’. What does/would it mean for universities to be open to epistemic diversity and how does context matter? I would like to supervise theoretical- and/or empirical research that focusses on what happens when educators and learners rethink and enact decolonization of the academic curriculum and its institutional structures.  

Examples of research questions

- How are colonial legacy and decoloniality signified and enacted in (local) higher education? (could be a comparative study)

- What are key dimensions of (humanistic) pedagogies of decoloniality?

- How do university staff and - students understand (and perform) decoloniality in education and decolonizing curriculum? 

- How do decolonizing university curriculum in the Global South (choose actual context) and the Global North (choose actual context) compare?

- How does decolonial scholarship simultaneously engage with a global academic community and their local community/society?

Place for:

1 external PhD candidate

Contact and information

c.suransky@uvh.nl

Chair Education
Supervisors Dr. Caroline Suransky

Field of Research: Humanistic Education in the Anthropocene

Independence and autonomy have been fundamental values of humanism. However, in the Anthropocene, humanists are challenged to reconsider their anthropocentrism. The ideal of the autonomous human makes way for interconnectedness in complex and entangled ecological processes (Latour, 2017) Connolly (2017) speaks of “entangled humanism”. UNESCO (2020) suggests that the current conditions require a “complete paradigm shift: from learning about the world in order to act upon it, to learning to become with the world around us.” What would pedagogies that foster new sensitivities and create relational opportunities to engage with life entail? An ‘Atelier’ (Latour) exemplifies an educational design that aims to do so. Ateliers mobilize people in their own local context by bringing together transdisciplinary scientific- and artistic expertise and by connecting lived experiences, scientific knowledge, and artistic dimensions. I would like to supervise theoretical- and/or empirical research that focusses on education and pedagogy in the Anthropocene and particularly what this means for humanistic education. 

Examples of research questions

- - How are Anthropocentric challenges conceptualized and acted upon by teachers and learners in (higher) (humanistic) education?

- How are notions of humanism shifting in the Anthropocene and how do ideals of interconnectedness and interdependency relate to humanistic values in Education? 

- How do transdisciplinary collaborations between art, science and lived experiences in education (aim to) foster new ways of learning in the Anthropocene?  

- Which barriers and opportunities do (humanistic) educators and learners identify in transitioning to Anthropocene-centered teaching and learning? 

- What are the key dimensions of ‘Ateliers’ (Latour) in terms of its pedagogy and learning experiences? 

Place for:

1 external PhD candidate

Contact and information

c.suransky@uvh.nl

Chair  Education
Supervisors Dr. Neha Miglani and dr. Caroline Suransky (with ius promovendi)

Field of Research: Well-being through Educational Technologies  

Latest innovations in technology, especially deep learning, emotional and generative AI, are being seen as highly influential tools for human well-being. On the hand they hold the promise of deeper immersion, personalized, adaptive learning, and emotional regulation. On the other hand, research has shown technology to be detrimental for human well-being, with dangers ranging from physical inactivity, emotional isolation, to attention and sleep disorders and even addition. The aim of this project is to investigate how technologies can be imagined to meet the goals of well-being. A key aim is to explore empirical encounters between technology and well-being such as in the use of wrist bands that monitor moods and heart-rates, affective tutoring systems within schools or other such interfaces.    

Examples of research questions

What possibilities of flourishing, care, and inclusion are created via technology and digital mediums? How does digital media, that relies primarily on quantification of human experience, interact with the pursuit of meaningful education? What, if at all, are the affordances for community, relationality, and social ethics in the pursuits of well-being via digital media? 

Place for:

1 external PhD candidate

Contact and information

n.miglani@uvh.nl

Supervised by Dr. Caroline Suransky