How Do We Develop Pedagogical Approaches that Embrace Different Ways of Knowing and Being?
DOI:
https://doi.org/10.71634/avmrs769Keywords:
epistemic diversity,, local knowledge, pedagogy, higher education, ChinaAbstract
There is no such thing as 'a view from nowhere'. We all view the world and phenomena in it from our own situated socio-cultural-historical locations. However, when we teach, we somehow assume a single epistemic location, a single worldview, a single vantage point—the dominant western one. This assumption is so entrenched in our education system and pedagogic practices that we are rarely conscious of it, let alone question it. How do we expand or transform our epistemic frames to embrace other worldviews, other modes of knowing and being...? How do we look at views from elsewhere? How do we give up claims to a superior view? We offer some reflections from our experiences of teaching from a different location, China.
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Copyright (c) 2025 Christine Mortimer, Sylvia D’souza (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
