From Supremacy to Inclusiveness: A Transformation Model to Guide a Mainly White University to Become a Latine Research Serving Institution
DOI:
https://doi.org/10.32674/01kdt869Keywords:
Curriculum, Decolonization, Hispanic Serving Institutions, Liberation, Social JusticeAbstract
There is an indication that Western, Educated, Industrialized, Rich, and Democratic (WEIRD) concepts dominate the discourse regarding what research and knowledge should be about, not including all that is known about all people. These conceptions about research and knowledge are problematic since they perpetuate Western societies' ideas that undermine diversity, inclusion, and the development of critical thinking within academic spaces. We developed a decolonization model to engage a midsized university in the decolonization of all aspects of academia that include students, curriculum, faculty, administration, and the community. The model uses the work of Enriquez (1994), Martin-Baro and Laenui (2000) as a framework to decolonize academic curriculums—integrating the liberation psychology wheel to move policies and the strategic plan in the journey toward a decolonized Latine Research Serving Institutions.
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