Pláticas on challenges and possibilities of teaching migration/mobility and displacement otherwise

Abstract

ABSTRACT In this article we seek to delve into our teaching experiences as educators in a higher education space within the settler colonial context of Australia. We critically and pedagogically self-reflect our pedagogical roles of transforming educational practices in our classroom with the focus of positionality, self-reflexivity and embracing other ways of creating knowledge. By using pláticas as a method, we propose a humanize-sensing/thinking pedagogy, which praxis recognizes the historical differences and the specificity of cultural oppressions by un/learning, when we are teaching. As sentipensantes educators, in this article platicamos our fears, discomfort, un/learning of our teaching, attitudes, embodiment, and we ask: how our lessons might recognize and teach different colonial histories, geographical, ethnic, local/global, cultural, and epistemic frameworks? What does it look and feel like in practice in our classroom? We confirm that teaching in-between many worlds with a de/colonial lens provides a space for possibilities as well as limitations.