ABSTRACT
Attempts to decolonize the classroom have begun to emerge with marked frequency, as the violence of colonial matrices of power are recognized as increasingly damaging to students and faculty alike. Rather than offering a single, cohesive pedagogical model, this article suggests a series of experimental decolonial strategies that can be used together, or individually, in an effort to decolonize the classroom. These strategies are framed within the dynamic and fluid image of a biospherical classroom—a pedagogical model that takes into account the many and diverse forces at play within a learning environment. Focusing on higher education, this exploration engages the work of a series of distinct decolonial thinkers in order to provide imaginative and constructive pedagogical methods. The aim of this project is to balance both theory and praxis, attempting a decolonial posture that works to both deconstruct the violence of coloniality in the classroom and to develop constructive learning alternatives.
