Decolonizing Decoloniality: Decentering Art History and Comparative Literature Classrooms outside Europe and the United States.

Autor/inn/en	Levitt, Peggy; Saferstein, Ezequiel; Jaber, Rania; Shin, Doyeon
Titel	Decolonizing Decoloniality: Decentering Art History and Comparative Literature Classrooms outside Europe and the United States.
Quelle	In: Comparative education review, 67 (2023) 2, S. 277-297Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 295-297
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1545-701X
DOI	10.1086/724062
Schlagwörter	Curriculum; Literaturwissenschaft; Kunst; Globalisierung; Argentinien; Libanon
Abstract	We hear calls to globalize, internationalize, decolonize, and diversify higher educationfrom all corners of the world. What changes do they actually seek? Who is behind them andwhose interests do they serve? How much are curricula actually changing? In this article, we explore these questions from outside Europe and the United States by examining arthistory and comparative literature syllabi from Argentina, Lebanon, and South Korea. Wefind that despite a broad interest in globalizing the university, stark differences charac-terize what that means on the ground. Content and theory produced in Europe and NorthAmerican are still overrepresented in classrooms outside these regions. While a regionalfocus offsets this somewhat in Argentina, it is a less effective counterpoint in South Koreaand Lebanon, where regionalization projects are weaker and contested. The global dis-tribution of intellectual and cultural power still mimics the distribution of geopolitical andeconomic power.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1