Radical constructivism and the decolonisation of epistemology

Open peer commentary on the article “Heterarchical Reflexive Conversational Teaching and Learning as a Vehicle for Ethical Engineering Curriculum Design” by Philip Baron.

Baron locates the decolonisation of the curriculum within the classroom, repurposing radically constructivist approaches to teaching and learning and giving them a sense of social and political urgency. The inclusion of students’ worldviews in the curriculum is best thought of as the beginning of a process rather than an end in itself. This leads beyond the pedagogic focus of Baron’s article, raising questions about the status of professional knowledge and whose terms equality is offered on.