Using constructivism to achieve a decolonised accounting curriculum

Using constructivism to achieve a decolonised accounting curriculum

By michaelkilmister Comment Closed

 

By: Ekililu Salifu, Henley Business School, e.salifu@henley.ac.uk
Men sitting on chairs with back to camera
© Photo by Sam Balye on Unsplash

Overview

This article explores using constructivism as a pedagogical approach to achieving the objective of a decolonised accounting curriculum. It discusses how constructivism can be used to effectively outline the constraints of the received perception of accounting as a pseudo-technical subject while making room for alternative representations.

Objectives

The primary aim of this activity was to explore the use of constructivism learning theory to achieve a decolonised accounting curriculum. The next objective was to design and effectively deliver a more inclusive globalised curriculum for post-graduate financial reporting in particular, and accounting in general.

Context

Accounting curriculum is perceived to be pseudo-technical, relying on the application of technical rules and principles that are universally accepted. This is the received view of our postgraduate accounting students, over 90% of whom are from an international background. Student feedback suggested that while they wanted to learn and apply conventional financial reporting and accounting, they also wanted to see a representation of themselves in some of the discussions. During the delivery and redesign of the curriculum for ACM002 Financial Reporting and Regulation (now ACM006 International Financial Reporting and Regulation), I explored the use of constructivism as a pragmatic pedagogical approach to explore the constraints of this notion while making room for the generation of alternative explanations. ACM002 (now ACM006) is a compulsory financial reporting module for MSc International Accounting and Finance students, and currently has 26 students registered on it.

Implementation

Decolonisation can take on different meanings but is used in this context to mean the recognition of the constraints placed by monocultural and largely westernised perspectives or hierarchies in accounting and the making room for alternative representations. Decolonising the accounting curriculum faces unique disciplinary constraints, as the largely Western knowledge systems we pass on are considered to be ‘universal’, especially in the wake of the near-universal acceptance of international financial reporting standards. A decolonised accounting curriculum needs to emphasise its ability to meet local needs and cultivate globally transferable skills.

I started with an informal focus group with some students from the 2021/2022 cohort, to collate feedback on what a decolonised financial reporting curriculum would mean to them, among other objectives. Students argued against the development and delivery of an overtly decolonised curriculum that continuously recognised the constraints of the existing curriculum, and especially discussed alternative representation. This was primarily borne from their belief while the present curriculum had hegemonic dispositions, it was still necessary as its completion would enhance their global competitiveness. Furthermore, for a decolonised curriculum to be meaningful to the student, they needed to see their own experiences represented in the discussions.

Constructivism offered a solution to designing and delivering a more decolonised curriculum. Constructivism, with its focus on student-centred learning, suggests that humans construct knowledge and meaning from their experience. As a learning theory, it suggests that students learn by relating new information to what they already know. In its ability to fosters active and collaborative learning, constructivism allows students to self-identify with co-produced knowledge.

The delivery of ACM002 was primarily lecturer-led, with relatively limited opportunities for students to reflect on what was being taught.  However, scholars generally recognise that knowledge is co-produced, and a lecture-only mode of delivery is not ideal for the optimal co-production of knowledge. The amount of time that could be dedicated to student engagement in debates during lectures (as opposed to workshops) was limited, especially considering the content that still needed to be delivered.

The starting point of decolonising the curriculum was thus to rename the module from Financial Reporting and Regulation to International Financial Reporting and Regulation, to highlight the inclusivity within the module. Next was to expand the reading lists to include more critical debates on some of the module content. Workshop sessions, with the object of fostering debates among the students were introduced. In these sessions, students engaged in more critical discussions when they were able to call on their own experiences and relate those to the discussions at hand. This was in sharp contrast to when critical discussions were relayed to them by the lecturer.

Impact

Adopting constructivism significantly allowed for the curriculum to be relatively decolonised and overcome some of the student resistance. As the composition of students changes year-by-year, utilising static module structure and composition may not achieve the objectives of a decolonised curriculum for each cohort. Relying on only module renaming and diversifying the module content and material risks alienating some students who may not recognise a representation of their own experiences in what is being taught.

Leaning on the canon of the coproduction of knowledge between instructors and students (see de Carvalho et al., 2016; Padilla, 2019; Shahjahan et al., 2022)., encouraging and offering students the opportunity to call upon and debate key issues within financial reporting was vital to the paradox of balancing professional (often western-centric) knowledge, socialisation, and subjugated community based and socially knowledge.

Reflections

Decolonising curriculum requires the construction of an inclusive curriculum beyond dominant knowledge systems, as well as the cultivation of an environment that fosters relational teaching and learning. This means that it is a continuous process that requires constant iterations based on student-teacher interactions, recognising the differences in the lived experiences of individuals and the impact that might have on the learning process.

Follow up

I intend to run a short survey for this cohort at the end of the term, to evaluate the extent to which they are able to self-identify their individual and country context within the discussions we have covered in the module. I also intend to make a presentation on decolonisation and constructivism at the departmental level also, to assess the receptiveness of this approach, and to close the loop on the side of the academics.

References

Bada, S. O. & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Charles, E. (2019). Decolonizing the curriculum. Insights, 32, 24.

de Carvalho, J. J., Cohen, L. B., Correa, A. F., Chada, S., & Nakayama, P. (2016). The meeting of knowledges as a contribution to ethnomusicology and music education. World of Music, 5(1), 111–133.

de Carvalho, J. J., & Florez-Florez, J. (2014). The meeting of knowledges: A project for the decolonization of universities in Latin America. Postcolonial Studies, 17(2),122–139. https://doi.org/10.1080/13688790.2014.966411

Padilla, N. L. (2019). Decolonizing indigenous education: An indigenous pluriversity within a university in Cauca, Colombia. Social & Cultural Geography, 22(4), 523–544. https://doi.org/10.1080/14649365.2019.1601244

Shahjahan, R. A., Estera, A. L., Surla, K. L. & Edwards, K. T. (2022). “Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts. Review of Educational Research, 92(1), 73-113.

Subedi, B. (2013). Decolonizing the curriculum for global perspectives. Educational Theory, 63(6), 621-638.

“Making it OUR Year Abroad”: A student-staff collaboration to support the Year Abroad experience for Languages students

“Making it OUR Year Abroad”: A student-staff collaboration to support the Year Abroad experience for Languages students

By michaelkilmister Comment Closed

 

By: Dr Chiara Ciarlo, School of Literature and Languages, c.ciarlo@reading.ac.uk
Screenshot of UoR Italian Year Aboard Facebook group
Screenshot of the private Facebook group created by students for their Year Abroad

Overview

In this blogpost, Lecturer in Italian Language Chiara Ciarlo illustrates how four Department of Languages and Cultures (DLC) students with experience of the Year Abroad (YA), collaborated with staff on a PLanT-funded project to help fellow Part 2 students deal with the difficulties and anxiety of preparing to study abroad in the post-Brexit era, by creating a successful network of support including a student-led Facebook group and a useful video-guide with tips on life abroad. This project demonstrates the power of student partnership for building belonging and engagement in ways that are meaningful and authentic to learners.

Objectives

The primary aims of this activity were:

– to enhance communication among students across year-groups in DLC;
– to encourage current and returning students to share their YA experience in an inclusive way, and Part 2 students to proactively seek help while preparing to go abroad;
– to identify key aspects which required more support for Part 2 students;
– to create online YA resources on these aspects that could easily be accessed by current and future students.

Context

Due to recent economic and political changes, students preparing to study/work abroad as part of their Languages degree, have had to deal with complex bureaucratic processes (e.g., visa application) and unforeseen problems (e.g., increasing difficulties in finding accommodation), which have caused them undue stress and anxiety. During her time abroad, Jess Mant, one of the student partners in the project, had the original idea of setting up a network for fellow students to offer support on the issues she had experienced when preparing to leave and while in the foreign country. This subsequently became a PLanT-supported project.

Implementation

The project was based on the students’ YA experience in Italy. After an initial planning meeting with staff, two of the student partners, Jess and Francesca Greatorex (Finalists), set up a student-led private Facebook group as a space for the Italian students to find out more about the YA. It was agreed that this group should have only students as members (i.e., no staff were allowed on it) to allow freedom of discussion. Past and present students of Italian were invited to join the group, and this was a great opportunity for alumni to contribute to the discussion and offer advice on different destinations. All student partners initially introduced themselves via videos, shared their experience and pictures, and used polls to encourage members to vote on topics to discuss. This worked particularly well and stimulated participation when Part 2 students had to choose their destinations, as questions on specific cities could be addressed.

Once the Facebook group was up and running, the other two student partners, Anna McTiernan and Rosa Lockwood-Davies (Year Abroad students), created videos on topics that had become popular in the Facebook discussions and in YA preparation meetings with staff and Part 2 students e.g., tips on the visa application based on own experience, finding accommodation, and how to make friends in a foreign country. These videos were later uploaded on the Facebook group and were liked by members. Despite having individual roles, student partners collaborated in both areas of the project, sharing ideas and reviewing each other’s work.

Screenshot from student created video
Screenshot from student created video

Impact

Aim: To enhance communication among students across year groups in DLC.
The Facebook group created by the student partners is a permanent space that Italian students of all year-groups can join. This year, the group will welcome the new Part 2 cohort and the administration will be taken over by the remaining student partners of the project.

Aim: To encourage students returning from the YA to share their experience in an inclusive way, and Part 2 students to proactively seek help in preparing to go abroad.
This aim was achieved through posts and videos (and the use of captions in the videos, which helped students focus on the content). Videos on some more sensitive topics (e.g., making friends) were carefully planned to include all types of personalities. Polls were particularly effective in stimulating members to ask questions and contribute.

Aim: To identify key aspects which required more support for Part 2 students.
The use of polls and discussions in the Facebook group, and the participation of student partners at YA preparation meetings, helped create a pool of topics to cover in the video-guide.

Aim: To create online YA resources on these aspects that could easily be accessed by current and future students.
The Facebook group became “the space” were all material could be found in one place by members: this included the videos and several useful links which were recommended by student partners during preparation meeting and immediately posted in the group. This will remain a great source of information for future cohorts.

In a survey carried out during the summer, Part 2 students commented particularly on the usefulness of this material and its ease of accessibility.

Screenshot from student created video
Screenshot from student created video

Reflections

The success of the activity lies in the determination and creativity of the student partners. From the very beginning, they all took on their role with great enthusiasm and were driven by the will to pass on their knowledge to make the YA an enjoyable experience for current and future cohorts of Languages Students. Additionally, other students who were on the YA found the initiative very stimulating and began to give their contribution, both in group discussions and by posting extra material that they had created to document their experience abroad e.g., a written guide on the student experience in Padua.

Student partners encountered some difficulties while creating and running resources, namely in making students interact in online exchanges and in producing videos whose format would appeal to peers. To overcome these issues, they came up with creative ideas, like the use of polls and the creation of shorter videos, to encourage viewings. For staff, having the input of the student partners was invaluable, as every activity was designed with the students and their needs in mind.

Follow up

Two of the student partners, Finalists in 2023/24, will continue with the administration of the Facebook group (possibly creating also an Instagram account to complement it), and will encourage this year’s Part 2 students to join. With the contribution of other members, who have also returned from the YA, information will be regularly updated, discussions will be stimulated, and new material for the video-guide will be produced, making this a permanent and dynamic space for Languages students to meet and share their YA experience.

A special grazie/thank you goes (in no particular order) to Jess, Francesca, Anna and Rosa for the time, dedication and enthusiasm they all put in creating these resources, and for demonstrating that the Year Abroad is an invaluable experience that needs to be preserved and shared with others.

Links

Link to the “UoR Italian Year Abroad” private Facebook group.