Ch 4: A Decolonial and Experiential Learning Course Design
A Decolonial and Experiential Learning Course Design: Global Social Thought
Saleena Saleem
Boston University
This chapter provides a case study of a decolonial and experiential learning undergraduate course on Global Social Thought. This course introduces students to key ideas and concepts developed by globally influential social thinkers. The decolonial and experiential learning course design and pedagogy proposed in this chapter address two fundamental problems undergraduate students usually face: difficulty connecting concepts from Western intellectual traditions to contemporary real-world cases in the non-West; and overcoming students’ limited experiences which often makes other contexts and realities unrelatable. The course helps students to develop intercultural understanding: a necessary tool for developing contextually rooted development solutions.
I. Authors for Global Social Thought Course: This section includes a suggested list of thinkers along with topics of their work that would fit well in a Global Social Thought course curriculum.
II. Suggested Course Reading List: This section contains recent scholarly works that would be suited for an undergraduate Global Social Thought course.
IV. Three Approaches to Experiential Learning: This section contains resources to employ the three experiential learning techniques discussed in Saleem’s chapter: collaborative learning, creating mind maps and using case studies.