Decoding the Disciplines - User contributions [en]

Faculty (educational) development

2025-06-17T13:41:53Z

Michelle Yeo: Typo.

[[Decoding the Disciplines]] has been used for '''faculty development''' from the very beginning. Often this takes the form of a faculty learning community (FLC), i.e. a group of teachers meeting regularly for some time in order to work collectively on a teaching related topic. The power of Decoding is that it privides a common language for such groups (e.g. to speak about [[Bottleneck|bottlenecks]] and the epistemology of their fields) as well as a shareable methodology (e.g. to assess [[mental moves]]).<ref>Middendorf, J., & Shopkow, L. (2017). ''[[Overcoming Student Learning Bottlenecks|Overcoming student learning bottlenecks: Decode the critical thinking of your discipline]]''. Stylus Publishing, LLC, p. 172.</ref> FLCs can also be viewed as a form of [[Step 7 - Share What Has Been Learned Through the Decoding Process|Step 7 Sharing]] as sharing encourages community.<ref>Middendorf, J., & Shopkow, L. (2017). ''[[Overcoming Student Learning Bottlenecks|Overcoming student learning bottlenecks: Decode the critical thinking of your discipline]]''. Stylus Publishing, LLC, p. 163.</ref>
==Early work at Indiana University==
==Forms of faculty development==
The duration of faculty development related to Decoding varies from a couple of hours to a period of a semester or longer with regular meetings. The short time formats are more apt to participants working individually on their teaching challenges and typically focus on Steps 1 and 2 of the Decoding process. The longer time formats shift the focus on working in teams, community building and the full Decoding cycle. Usually they run under the headline "faculty learning community."
The working field of FLCs can range from collectively working on the teaching of the individual participants up to curriculum development and program review.
[[Joan Middendorf]] has listed conditions for sucess from her experience with setting up and facilitating FLCs on Decoding.<ref>Middendorf, J., & Shopkow, L. (2017). ''[[Overcoming Student Learning Bottlenecks|Overcoming student learning bottlenecks: Decode the critical thinking of your discipline]]''. Stylus Publishing, LLC, pp. 172-176.</ref> [[Peter Riegler]] has analyzed the [[Deoding working group at BayZiel|FLC at BayZiel]] with respect to success conditions discussed in the literature on FLCs.<ref>Riegler, P. (2022). [[Lehrendenlerngemeinschaften als Ort und Gegenstand von SoTL|Lehrendenlerngemeinschaften als Ort und Gegenstand von SoTL.]] In: Vöing, N., Reisas, S. & Arnold, M.(Hrsg.): Scholarship of Teaching and Learning - Eine forschungsgeleitete Fundierung und Weiterentwicklung hochschul(fach)didaktischen Handelns</ref>
Faculty development related to Decoding can be classified with respect to the following attributes:<ref>Leslie Cameron, Jared McBrady, David Pace, Peter Riegler, and Michelle Yeo (2021). [[Creating Cultures of Collaborative and Innovative Scholarship: The Case of Decoding the Disciplines]]. Panel session at ISSOTL 2021</ref>
*Whether or not it is cross-disciplinary; while cross-disciplinarity helps to overcome expertise blindness, it is not a necessary condition.
*Whether or not it is cross-institutional; within cross-institutional settings it is more likely that a critical mass of interested participants will be reached.
The following table classifies exisiting or former FLCs on Decoding along these two atttributes:
{| class="wikitable"
|+
! style="vertical-align:middle;text-align:left;" class="col-grey-light-bg" |
! style="" class="col-grey-light-bg" |mono-disciplinary
! style="" class="col-grey-light-bg" |cross-disciplinary
|-
| style="vertical-align:middle;text-align:left;" class="col-grey-light-bg" |intra-institutional
|
*History Learning Project at Indiana University<ref>Díaz, Arlene, Joan Middendorf, David Pace, and Leah Shopkow, “[[The History Learning Project: A Department “Decodes” Its Students|The History Learning Project: A Department “Decodes” Its Students,]]” Journal of American History, Vol. 94, No. 4 (March 2008), pp.1211-1224.</ref>
*FLC in law at University of the Free State<ref>Wilkinson, A. (2014). [[Decoding learning in law: collaborative action towards the reshaping of university teaching and learning]]. ''Educational Media International'', ''51''(2), 124–134.</ref>
|
*Freshman Learning Project at Indiana University<ref>Middendorf, Joan and David Pace, “[[Overcoming cultural obstacles to new ways of teaching: The Lilly Freshman Learning Project at Indiana University]],” in D. Lieberman & C. Wehlburg (Eds.), To Improve the Academy, 20, 208-224. Bolton, MA: Anker, (2002), pp.208-224.</ref>
*Decoding the Disciplines Faculty Learning Community at Mount Royal University<ref>Miller-Young, J., & Boman, J. (Eds.). (2017). ''[[Using the Decoding The Disciplines Framework for Learning Across the Disciplines]]: New Directions for Teaching and Learning, Number 150''. John Wiley & Sons.</ref>
|-
| style="vertical-align:middle;text-align:left;" class="col-grey-light-bg" |cross-institutional
|
|
*[[Deoding working group at BayZiel|Decoding working group at BayZiel]]<ref>Blotevogel, T. , Foltz, B., Mikhailova, I. , Riegler, P., Schreiber, S., Junker, E. & Kautz, C. (2020). [[The Decoding Working Group at DiZ]]. [[Didaktiknachrichten 07-2020|Didaktik-Nachrichten (Jul. 2020)]], pp. 48-49.</ref>
|}
==See also==
*Decoding work on [[:Category:Faculty learning community|Faculty learning communities]].
==References==
<references />

Disrupting the Disciplines

2025-06-17T13:40:23Z

Michelle Yeo: Minor edits.

'''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''' =====
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==
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>Easton, L., & Middendorf, J. (2025). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. ''New Directions for Teaching and Learning''. https://doi.org/10.1002/tl.20662 </ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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? Alternatively, does the curriculum need to be rethought or reorganized? Whose perspectives are represented?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

* 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).

==References==
<references />

Disrupting the Disciplines

2025-06-17T13:12:12Z

Michelle Yeo: Edits to table.

'''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''' =====
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==
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>Easton, L., & Middendorf, J. (2025). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. ''New Directions for Teaching and Learning''. https://doi.org/10.1002/tl.20662 </ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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? Alternatively, does the curriculum need to be rethought or reorganized? Whose perspectives are represented?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

* 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).

==References==
<references />

Disrupting the Disciplines

2025-06-17T13:10:20Z

Michelle Yeo: Edited introduction.

'''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''' =====
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==
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>Easton, L., & Middendorf, J. (2025). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. ''New Directions for Teaching and Learning''. https://doi.org/10.1002/tl.20662 </ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

* 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).

==References==
<references />

Disrupting the Disciplines

2025-06-17T09:54:49Z

Michelle Yeo: Formatting

'''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''' =====
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==
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>Easton, L., & Middendorf, J. (2025). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. ''New Directions for Teaching and Learning''. https://doi.org/10.1002/tl.20662 </ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

* 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).

==References==
<references />

Disrupting the Disciplines

2025-06-17T09:50:38Z

Michelle Yeo: Edited citations

'''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''' ===
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==
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>Easton, L., & Middendorf, J. (2025). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. ''New Directions for Teaching and Learning''. https://doi.org/10.1002/tl.20662 </ref>
{| class="wikitable"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

* 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).

==References==
<references />

Disrupting the Disciplines

2025-06-17T09:24:58Z

Michelle Yeo: Edits to table.

'''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==
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"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|Step 3 Modeling/Teaching Presentation
|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?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use? Where do I encounter my own resistance in making changes?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

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

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

==References==
<references />

Disrupting the Disciplines

2025-06-17T09:22:44Z

Michelle Yeo: Editing intro and table content.

'''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==
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"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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 work might I need to do on myself to learn or unlearn what I take for granted?
|-
|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 model or center indigenous or anti-racist views?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

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

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

==References==
<references />

Disrupting the Disciplines

2025-06-17T09:20:08Z

Michelle Yeo: Editing intro and table content,

'''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==
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"
!'''Decoding/Disrupting Steps'''
!'''Decoding questions'''
!'''Disrupting questions'''
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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?
|-
|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 model or center indigenous or anti-racist views?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

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

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

==References==
<references />

Disrupting the Disciplines

2025-06-17T08:55:21Z

Michelle Yeo: Edited introduction and added citations.

'''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==
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"
!Decoding/Disrupting Steps
!Decoding questions
!Disrupting questions
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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?
|-
|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 model or center indigenous or anti-racist views?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

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

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

==References==
<references />

Disrupting the Disciplines

2025-06-17T08:38:01Z

Michelle Yeo: Added introductory paragraph.

'''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?

==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>
{| class="wikitable"
!Decoding/Disrupting Steps
!Decoding questions
!Disrupting questions
|-
|Step 1 Bottlenecks
|Where is a bottleneck where students struggle to learn in my course or field?
|Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into?
|-
|Step 2 Decoding/Disrupting
|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?
|-
|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 model or center indigenous or anti-racist views?
|-
|Step 4 Student Practice
|How will the students practice the mental move? How will I scaffold it for them?
|What do I have the students practice?
|-
|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 students resist? What anti-racist/indigenous pedagogies will I use?
|-
|Step 6 Assessment
|How can I check that students have grasped the new mental move?
|How do I assess anti-racist and anti-colonialist thinking?
|-
|Step 7 Sharing
|Where can I disseminate the analysis and reflection on the bottleneck lesson?
|Where do I share what we learned from analysis and reflection on the disrupting process?
|}

==See also==

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

* Easton, L., & Middendorf, J. (2024). Decoding, Disrupting: An Email conversation in many parts. In R. Attas, & M. Yeo. [Eds]. Disrupting the Disciplines. Vol, p. ?? New Directions for Teaching and Learning. 

==References==
<references />

Pages needed

2025-04-24T15:45:34Z

Michelle Yeo: Added a row to the pages needed table.

{| class="wikitable"
|+
!Topic
!People willing to contribute
!Details
!Status
|-
|[[Limits]]
|[[User:Riegler|Peter Riegler]]
|uploading parts 4 and 5 of interview
|
|-
|<s>Language comprehension</s>
|[[User:Riegler|<s>Peter Riegler</s>]]
|<s>Summarizing the decoding work descriped in [[Lost in Language Comprehension: Decoding putatively extra-disciplinary expertise]]</s>
|done -> [[Textual descriptions in mathematics]]
|-
|[[The Decoding Clock Reading Activity|<s>The Decoding Clock Reading Activity</s>]]
|[[User:Riegler|<s>Peter Riegler</s>]]
|<s>describe mental tasks</s>
|done -> [[Reading a clock]]
|-
|Transition to College project
|
|describe the project, results etc.
|
|-
|Trading analogies
|
|
|
|-
|[[Bottleneck]]
|
|describe flavors of bottlenecks
|
|-
|[[Threshold concept]]
|
|describe relationship to bottlenecks and Decoding
|
|-
|Transformative Dialogues
|
|describe role of journal, link to journal, etc.
|
|-
|Graph reading
|
|Sort of a review article summarizing research work on this topic
|
|-
|Reading scholarly work
|
|Sort of a review article summarizing research work on this topic
|
|-
|[[Faculty development]]
|[[Peter Riegler]] (appreciating a helpful hand in particular when it comes to FLP etc.)
|describe how Decoding is used for faculty development; give some history (e.g. FLP); link to relevant Decoding literature
|started
|-
|[[AI Literacy as a bottle neck]]
|
|As an aspect of digital literacy and being critical users of digital tools, it is important to address AI literacy as an bottleneck for social science students
|
|-
|More development of Disrupting page
|Michelle Yeo
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See also [[Special:WantedPages]] for further pages needed.

User:Michelle Yeo

2025-03-05T16:39:18Z

Michelle Yeo: Added response to March writing prompt.

prompt: What will this writing group make meaningful to you?

I think it will be an opportunity for me to engage with the international Decoding & Disrupting community and learn more about more recent thinking and work in various geographical locations. I'm excited to gain a more nuanced understanding of the work that is being done by colleagues and contributing to a resource that will have longevity. I also always enjoy any opportunity to create new relationships and potential for collaboration in the broader SoTL and higher education T&L community.