Bravery, accountability, and praxis: decolonizing international education
Molnar, Amanda LF
Master of Education
MetadataShow full item record
International education operates in a fundamentally post/colonial paradigm. This study aims to amplify the voices of a diverse group of students, learning at Green School, Bali (an international school environment) around their experiences of education, community, and reflective practices within this colonial landscape. Specifically, it aims to answer the following question, “What is the impact of high school students’ implicit (non-curricular and out-of-school) learning on their engagement with content, community, and their own metacognitive processes at the Green School?” This study was completed using a participative model of Grounded Theory, combined with Critical Action Research in which students were taught about research in education, then participated in group interviews, which were adjusted as needed based on their responses. From there, students worked with the researcher to code and analyze the interview data, and finally to propose guidelines for potential solutions. Their voices are paramount to this research. The results of this study suggest a number of categories in which international schools should ask deeper questions and implement changes in order to both decolonize and build community. Specifically working towards true accountability for all community members, empowering diverse voices and trusting them with this power, providing transparency around decision making and finances, and finally, asking the right questions and implementing a Brave Praxis. The recommendations and conclusions section of this study includes questions and supportive protocols for teachers and administrators to adapt and utilize in group discussions in order to spark change in their communities. It is meant to be both a practical and living document.