Harnessing Lived Experiences and Stories to Empower Marginalised Voices

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In this session, Syra Shakir, an Associate Professor in Learning and Teaching at Leeds Trinity University reflects on a student & staff co-creation project which used storytelling as a decolonized pedagogy to educate high school GCSE age young people on the 1947 Partition of India.

‘Decolonizing education is crucial for rectifying historical injustices, empowering marginalized communities, promoting inclusivity and social justice, and preparing students to be informed, responsible, and empathetic global citizens. It is an ongoing process that recognizes the importance of diverse voices, experiences, and knowledge systems in shaping a more equitable and just society. Story telling offers an inclusive, empowering, and community-oriented approach to education that challenges the colonial legacies of Eurocentrism, cultural erasure, and hierarchy.’

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