#WEWANTSPACE: Developing Student Activism Through a Decolonial Pedagogy

Abstract

This article explores how decolonial pedagogy can develop a sense of student activism (Portillo, 2013; Tejada & Espinoza, 2003; Villanueva, 2013). Decolonality in the classroom requires decentering dominant groups to make space for marginalized voices and experiences (Cruz & Sonn, 2011). Aligned with community psychology values (Amer, Mohammed, & Ganzon, 2013), this paper argues for the importance of employing decolonial pedagogy in undergraduate learning through praxis projects. Centering the analysis on one college course in United States, the author showcases how a large-scale class project can engage students in decolonial thinking and foster an interest in social action. The Practical Activism Project, a 45 student collaborative project, explores how class projects can work to decolonize the classroom environment and further push students toward social action and activism. Co-authored with some undergraduate students from this course, this article will examine how decolonizing-informed class projects can lead to campus activism that has spearheaded institutional change for marginalized students. Integrating both perspectives, the authors conclude with lessons learned from this project and advice for future educators.