Disrupting the Disciplines - Revision history

Michelle Yeo: Minor edits.

2025-06-17T13:40:23Z

Minor edits.

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	===== '''Background''' =====		===== '''Background''' =====
	This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. ~~The~~ group at Mount Royal University in Calgary, Canada ~~that~~ began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the ~~Disciplines~~ are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. African Sun Media. </ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.		This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. A group at Mount Royal University in Calgary, Canada began conceptualizing Disrupting as an alternative facet of Decoding. They noticed that Decoding begins with an assumptions that the disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. African Sun Media. </ref> This group has since expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==

Michelle Yeo: Edits to table.

2025-06-17T13:12:12Z

Edits to table.

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	\|Step 3 Modeling/Teaching Presentation		\|Step 3 Modeling/Teaching Presentation
	\|What narratives, analogies, or metaphors will I use to model and meta-explain the mental move?		\|What narratives, analogies, or metaphors will I use to model and meta-explain the mental move?
	\|What changes do I need to make to my pedagogy or how my course is organized? What narratives, analogies, or metaphors will model or center indigenous or anti-racist views?		\|What changes do I need to make to my pedagogy or how my course is organized? What narratives, analogies, or metaphors will model or center indigenous or anti-racist views? Alternatively, does the curriculum need to be rethought or reorganized? Whose perspectives are represented?
	\|-		\|-
	\|Step 4 Student Practice		\|Step 4 Student Practice

Michelle Yeo: Edited introduction.

2025-06-17T13:10:20Z

Edited introduction.

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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness first in the expert that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression" and to begin to articulate and unpack these concepts which are often part of the hidden curriculum of a discipline. Once the expert begins to explore their discipline in this light, they can begin to consider implications for pedagogy. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness first in the expert that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression" and to begin to articulate and unpack these concepts which are often part of the hidden curriculum of a discipline. Once the expert begins to explore their discipline in this light, they can begin to consider implications for pedagogy. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism? It can also work on the level of curriculum. Courses are often organized around conceptions of history from a Western perspective, for example a first-year Canadian history course might be organized around the formation of the nation: "Pre-confederation" and "Post-confederation." What would it look like to reorganize the course from an Indigenous perspective, using texts by Indigenous scholars? Using oral history?

	===== '''Background''' =====		===== '''Background''' =====

Michelle Yeo: Formatting

2025-06-17T09:54:49Z

Formatting

← Older revision		Revision as of 11:54, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness first in the expert that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression" and to begin to articulate and unpack these concepts which are often part of the hidden curriculum of a discipline. Once the expert begins to explore their discipline in this light, they can begin to consider implications for pedagogy. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness first in the expert that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression" and to begin to articulate and unpack these concepts which are often part of the hidden curriculum of a discipline. Once the expert begins to explore their discipline in this light, they can begin to consider implications for pedagogy. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	=== '''Background''' ===		===== '''Background''' =====
	This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. ~~<nowiki>https://doi~~.~~org/10.2307/j.ctv1nzfzm1.13</nowiki>~~</ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.		This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. African Sun Media. </ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==

Michelle Yeo: Edited citations

2025-06-17T09:50:38Z

Edited citations

← Older revision		Revision as of 11:50, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." ~~This adaptation~~ of ~~Decoding began in Canada in 2016 in~~ the ~~wake~~ of the ~~2015 Truth and Reconciliation Commission's final report and Calls~~ to ~~Action~~, ~~which included imperatives~~ for ~~change~~ to ~~post-secondary education. While efforts towards decolonization in higher education~~ in the ~~Canadian context continue~~, ~~the work is complex~~ and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ~~''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki>~~</ref> ~~as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary~~, ~~Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al~~., ~~2019).<ref>~~Easton, L., ~~Lexier~~, R., ~~Lindstrom, G.~~ & ~~Yeo~~, M. (~~2019~~). ~~Uncovering the complicit:~~ The ~~decoding~~ interview ~~as a decolonising practice (pp. 149-170). In Quinn, L. (Ed~~.) ''~~Reimagining curriculum: Spaces~~ for ~~disruption~~''~~. <nowiki>~~https://doi.org/10.~~2307~~/j.~~ctv1nzfzm1~~.~~13</nowiki>~~</ref> ~~This group expanded beyond Mount Royal University and beyond Canada~~, ~~and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization~~, such as ~~anti-racism~~, ~~may be more relevant~~ in ~~other contexts.~~		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness first in the expert that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression" and to begin to articulate and unpack these concepts which are often part of the hidden curriculum of a discipline. Once the expert begins to explore their discipline in this light, they can begin to consider implications for pedagogy. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	~~Disrupting asks experts~~ to ~~consider where the bottlenecks exist~~ in the ~~discipline itself~~, and ~~what may need to be rethought~~.<ref>~~Lindstrom~~, G., Easton, L., ~~Yeo~~, M., & ~~Attas~~, R. (~~2022~~). The ~~disrupting~~ interview~~: A framework to approach decolonization~~. ''~~International Journal~~ for ~~Academic Development. 1-13.~~'' https://doi.org/10.~~1080~~/~~1360144X~~.~~2022~~.~~2103560~~</ref> ~~For instance~~, ~~''Decoding'' bottlenecks are often cognitive~~, such as in ~~history~~, ~~developing an historical argument. A ''~~Disrupting~~'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions~~ and ~~take the~~ perspectives ~~of even repugnant actors? Does this uphold colonialism?~~		=== '''Background''' ===
			This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. https://doi.org/10.1080/07294360.2019.1666255</ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. <nowiki>https://doi.org/10.2307/j.ctv1nzfzm1.13</nowiki></ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts. Thus, Disrupting is informed by critical, postcolonial, and Indigenous perspectives.

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==
	The following table juxtaposes guiding questions of [[Decoding the Disciplines\|Decoding]] and Disrupting.<ref>[https://decoding.webflow.io/disrupting-the-disciplines Decoding the Disciplines Website]</ref>		The following table juxtaposes guiding questions of [[Decoding the Disciplines\|Decoding]] and Disrupting.<ref>[https://decoding.webflow.io/disrupting-the-disciplines Decoding the Disciplines Website]</ref> For a more detailed discussion of the comparison, see Easton & Middendorf (2025).<ref><span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (202</span><span style="color: #222222">5</span><span style="color: #222222">). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. </span><span style="color: #222222">Attas, & M. Yeo. [Eds</span><span style="color: #222222">]. Disrupting the Disciplines. </span><span style="color: #222222">''New Directions for Teaching and Learning''.</span><span style="color: black"> </span> https://doi.org/10.1002/tl.20662<br /></ref>
	{\| class="wikitable"		{\| class="wikitable"
	!'''Decoding/Disrupting Steps'''		!'''Decoding/Disrupting Steps'''
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	* Podcast [https://edcconferencecom.wordpress.com/edc-showcase/decolonizing-the-curriculum/ Decolonizing the Curriculum through Disruption: From Decoding Tacit Knowledge to Disrupting Disciplines]		* Podcast [https://edcconferencecom.wordpress.com/edc-showcase/decolonizing-the-curriculum/ Decolonizing the Curriculum through Disruption: From Decoding Tacit Knowledge to Disrupting Disciplines]
			* R. Attas & M. Yeo (Eds). (2025). Disrupting the Disciplines, ''New Directions in Teaching and Learning'' (special issue).
	* <span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (2024). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. ~~</span><span style="color: #222222">~~Attas, & M. Yeo. ~~[Eds</span><span style="color: #222222">]~~. Disrupting the Disciplines~~. Vol~~, ~~p. ?? </span><span style="color: #222222">~~New Directions ~~for~~ Teaching and Learning.~~</span><span style="color: black"> </span> https://doi.org/10.1002/tl.20662~~

	==References==		==References==
	<references />		<references />

Michelle Yeo: Edits to table.

2025-06-17T09:24:58Z

Edits to table.

← Older revision		Revision as of 11:24, 17 June 2025
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	\|Step 3 Modeling/Teaching Presentation		\|Step 3 Modeling/Teaching Presentation
	\|What narratives, analogies, or metaphors will I use to model and meta-explain the mental move?		\|What narratives, analogies, or metaphors will I use to model and meta-explain the mental move?
	\|What narratives, analogies, or metaphors will model or center indigenous or anti-racist views?		\|What changes do I need to make to my pedagogy or how my course is organized? What narratives, analogies, or metaphors will model or center indigenous or anti-racist views?
	\|-		\|-
	\|Step 4 Student Practice		\|Step 4 Student Practice
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	\|Step 5 Motivation/Resistance		\|Step 5 Motivation/Resistance
	\|Where do the students resist? Are there emotional and identity bottlenecks that interfere with learning the mental move? What will motivate persistence to use the new mental move?		\|Where do the students resist? Are there emotional and identity bottlenecks that interfere with learning the mental move? What will motivate persistence to use the new mental move?
	\|Where do students resist? What anti-racist/indigenous pedagogies will I use?		\|Where do students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
	\|-		\|-
	\|Step 6 Assessment		\|Step 6 Assessment

Michelle Yeo: Editing intro and table content.

2025-06-17T09:22:44Z

Editing intro and table content.

← Older revision		Revision as of 11:22, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki></ref>, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. <nowiki>https://doi.org/10.2307/j.ctv1nzfzm1.13</nowiki></ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts.		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging,<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki></ref> as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. <nowiki>https://doi.org/10.2307/j.ctv1nzfzm1.13</nowiki></ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts.

	Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref>. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?		Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought.<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref> For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==
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	\|Step 2 Decoding/Disrupting		\|Step 2 Decoding/Disrupting
	\|What does the specialist do to get through the bottleneck? What is the “mental move?”		\|What does the specialist do to get through the bottleneck? What is the “mental move?”
	\|What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for as an alternative?		\|What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for as an alternative? What work might I need to do on myself to learn or unlearn what I take for granted?
	\|-		\|-
	\|Step 3 Modeling/Teaching Presentation		\|Step 3 Modeling/Teaching Presentation

Michelle Yeo: Editing intro and table content,

2025-06-17T09:20:08Z

Editing intro and table content,

← Older revision		Revision as of 11:20, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context ~~have been undertaken~~, the work is complex and challenging<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki></ref>, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019). This group expanded beyond ~~the~~ University and beyond Canada and is now known colloquially as the Disrupting Collective. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context continue, the work is complex and challenging<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki></ref>, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University in Calgary, Canada that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019).<ref>Easton, L., Lexier, R., Lindstrom, G. & Yeo, M. (2019). Uncovering the complicit: The decoding interview as a decolonising practice (pp. 149-170). In Quinn, L. (Ed.) ''Reimagining curriculum: Spaces for disruption''. <nowiki>https://doi.org/10.2307/j.ctv1nzfzm1.13</nowiki></ref> This group expanded beyond Mount Royal University and beyond Canada, and is now known colloquially as the Disrupting Collective. Aspects beyond decolonization, such as anti-racism, may be more relevant in other contexts.

			Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought<ref>Lindstrom, G., Easton, L., Yeo, M., & Attas, R. (2022). The disrupting interview: A framework to approach decolonization. ''International Journal for Academic Development. 1-13.'' https://doi.org/10.1080/1360144X.2022.2103560</ref>. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==
	The following table juxtaposes guiding questions of [[Decoding the Disciplines\|Decoding]] and Disrupting.<ref>[https://decoding.webflow.io/disrupting-the-disciplines Decoding the Disciplines Website]</ref>		The following table juxtaposes guiding questions of [[Decoding the Disciplines\|Decoding]] and Disrupting.<ref>[https://decoding.webflow.io/disrupting-the-disciplines Decoding the Disciplines Website]</ref>
	{\| class="wikitable"		{\| class="wikitable"
	!Decoding/Disrupting Steps		!'''Decoding/Disrupting Steps'''
	!Decoding questions		!'''Decoding questions'''
	!Disrupting questions		!'''Disrupting questions'''
	\|-		\|-
	\|Step 1 Bottlenecks		\|Step 1 Bottlenecks
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	\|Step 2 Decoding/Disrupting		\|Step 2 Decoding/Disrupting
	\|What does the specialist do to get through the bottleneck? What is the “mental move?”		\|What does the specialist do to get through the bottleneck? What is the “mental move?”
	\|What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for?		\|What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for as an alternative?
	\|-		\|-
	\|Step 3 Modeling/Teaching Presentation		\|Step 3 Modeling/Teaching Presentation

Michelle Yeo: Edited introduction and added citations.

2025-06-17T08:55:21Z

Edited introduction and added citations.

← Older revision		Revision as of 10:55, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context have been undertaken, the work is complex and challenging, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context have been undertaken, the work is complex and challenging<ref>Stein, S. (2020). ‘Truth before reconciliation’: the difficulties of transforming higher education in settler colonial contexts*. ''Higher Education Research & Development'', ''39''(1), 156–170. <nowiki>https://doi.org/10.1080/07294360.2019.1666255</nowiki></ref>, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group at Mount Royal University that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking (see Easton et al., 2019). This group expanded beyond the University and beyond Canada and is now known colloquially as the Disrupting Collective. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==
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	* Podcast [https://edcconferencecom.wordpress.com/edc-showcase/decolonizing-the-curriculum/ Decolonizing the Curriculum through Disruption: From Decoding Tacit Knowledge to Disrupting Disciplines]		* Podcast [https://edcconferencecom.wordpress.com/edc-showcase/decolonizing-the-curriculum/ Decolonizing the Curriculum through Disruption: From Decoding Tacit Knowledge to Disrupting Disciplines]

	* <span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (2024). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. </span><span style="color: #222222">Attas, & M. Yeo. [Eds</span><span style="color: #222222">]. Disrupting the Disciplines. Vol, p. ?? </span><span style="color: #222222">New Directions for Teaching and Learning.</span><span style="color: black"> </span>		* <span style="color: #222222">Easton</span><span style="color: #222222">, L., & Middendorf, J. (2024). </span><span style="color: black">Decoding, Disrupting: An Email conversation in many parts.</span><span style="color: black"> In R. </span><span style="color: #222222">Attas, & M. Yeo. [Eds</span><span style="color: #222222">]. Disrupting the Disciplines. Vol, p. ?? </span><span style="color: #222222">New Directions for Teaching and Learning.</span><span style="color: black"> </span> https://doi.org/10.1002/tl.20662

	==References==		==References==
	<references />		<references />

Michelle Yeo: Added introductory paragraph.

2025-06-17T08:38:01Z

Added introductory paragraph.

← Older revision		Revision as of 10:38, 17 June 2025
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	'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression."		'''Disrupting the Disciplines''' focuses on the [[Bottleneck\|bottlenecks]] of racism, implicit bias, colonialism, and identity, raising awareness that "concepts we have taken for granted as neutral and unbiased are in fact deeply enmeshed in structures of oppression." This adaptation of Decoding began in Canada in 2016 in the wake of the 2015 Truth and Reconciliation Commission's final report and Calls to Action, which included imperatives for change to post-secondary education. While efforts towards decolonization in higher education in the Canadian context have been undertaken, the work is complex and challenging, as universities themselves are built upon Western frameworks of thinking. This extends to academic disciplines. The group that began conceptualizing Disrupting as an alternative facet of Decoding noticed that Decoding begins with an assumptions that the Disciplines are "right" in their thinking. Disrupting asks experts to consider where the bottlenecks exist in the discipline itself, and what may need to be rethought. For instance, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	~~As examples~~, ''Decoding'' bottlenecks are often cognitive, such as in history, developing an historical argument. A ''Disrupting'' bottleneck in history might question maintaining appropriate emotional distance: Why do we expect historians to police their own emotions and take the perspectives of even repugnant actors? Does this uphold colonialism?

	==Comparison of Decoding and Disrupting==		==Comparison of Decoding and Disrupting==