Decolonising pedagogy in practice: cuerpo-territorio to consolidate students´ learning
Cuerpo-territorio is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post...
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| Published in | Journal of geography in higher education Vol. 48; no. 4; pp. 718 - 726 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford
Routledge
2024
Taylor & Francis Ltd |
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| Online Access | Get full text |
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| Abstract | Cuerpo-territorio is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post-development geographic course content and how these notions had remained with them. Given that emotions, particularly when elicited by images play a major role in consolidating knowledge, we asked students to explore their embodied feelings related to the course content by reflecting and representing them in a visual form on a poster. Through this paper, we aim to contribute to the debate on the importance of applying decolonial strategies in the classroom by widening the methodological toolbox of our geography colleagues. We find that, given the diversity of the students' population, working with a boundary object such as the posters helped students to relate to each other via the course content. Finally, reflecting and assimilating the course content through cuerpo -territorio, we argue, was conducive to consolidating learning outcomes, while students experienced knowledge co-creation with their peers. |
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| AbstractList | Cuerpo-territorio is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post-development geographic course content and how these notions had remained with them. Given that emotions, particularly when elicited by images play a major role in consolidating knowledge, we asked students to explore their embodied feelings related to the course content by reflecting and representing them in a visual form on a poster. Through this paper, we aim to contribute to the debate on the importance of applying decolonial strategies in the classroom by widening the methodological toolbox of our geography colleagues. We find that, given the diversity of the students’ population, working with a boundary object such as the posters helped students to relate to each other via the course content. Finally, reflecting and assimilating the course content through cuerpo -territorio, we argue, was conducive to consolidating learning outcomes, while students experienced knowledge co-creation with their peers. |
| Author | Caretta, Martina Angela Pepa, Mariasole |
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| Cites_doi | 10.1080/03098265.2020.1815180 10.1080/24694452.2020.1812370 10.1111/tran.12588 10.1111/anti.12454 10.1080/0966369X.2020.1727862 10.1111/tran.12200 10.1016/j.geoforum.2019.02.025 10.1177/0309132518777623 10.1080/03098265.2019.1608921 10.1080/03098265.2022.2155803 10.1177/0022487120978152 10.1080/03098265.2021.2004391 10.1111/gec3.12376 10.1111/sjtg.12422 10.1111/area.12370 10.1080/14649365.2016.1240224 10.25058/20112742.n38.04 10.1080/10714413.2018.1442080 10.1177/194277861901200305 |
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| CorporateAuthor | Departments of Administrative, Economic and Social Sciences Faculty of Social Sciences Samhällsvetenskapliga fakulteten Lunds universitets profilområden Lunds universitet Profile areas and other strong research environments Lund University Lund University Profile areas Department of Human Geography Institutionen för kulturgeografi och ekonomisk geografi LU Profile Area: Human rights Samhällsvetenskapliga institutioner och centrumbildningar Profilområden och andra starka forskningsmiljöer LU profilområde: Mänskliga rättigheter |
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| SubjectTerms | boundary object Classrooms Consolidation Course Content cuerpo-territorio Decolonization Decolonizing pedagogy Didactics Didactics (including General and Subject Didactics) Didaktik Didaktik (Här ingår: Allmän- och ämnesdidaktik) Educational Sciences embodied knowledge Geography knowledge co-creation Knowledge representation Learning Pedagogy Samhällsvetenskap Social Sciences Students Utbildningsvetenskap |
| Title | Decolonising pedagogy in practice: cuerpo-territorio to consolidate students´ learning |
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