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Being ‘Lazy’ and Slowing Down: Toward Decolonizing Time, our Body, and Pedagogy

Article (PDF Available) inEducational Philosophy and Theory 47(5):488-501 · December 2015with408 Reads
DOI: 10.1080/00131857.2014.880645
Riyad A. Shahjahan at Michigan State University
  • 20.14
  • Michigan State University
In recent years, scholars have critiqued norms of neoliberal higher education (HE) by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of ‘time’ and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. I show how this entails slowing down and ‘being lazy’.