Glossary

Glossary

Decoloniality

Decoloniality resists the separation of knowledge from lived, sensory experience, rejecting the Western hierarchy that privileges cognitive, rational modes of knowing while suppressing bodily, affective, and relational ways of learning. As Dei & Atweneboah (2014), Grosfoguel (2013) and Santos (2014) argue, reclaiming embodied knowledge in education holds transformative potential; it disrupts colonial logics that marginalise alternative epistemologies and opens space for plural, situated, and socially just forms of knowledge production. The team’s approach draws on posthuman and new materialist perspectives (Barad, 2007; Braidotti, 2013; Haraway, 2016) to position embodiment not merely as a biological condition but as an evolving, relational process in which the body, materials, histories, and environments co-constitute knowledge.

Embodied Learning / Embodiment

Embodiment refers to the understanding that learning happens through the body as much as through the mind. It emphasises "porous, visceral, felt, enlivened bodily experiences in and with inhabited worlds" (Harris, 2016) and recognises the body as an active participant in the production and experience of knowledge in educational spaces (Cimatti, 2016). This view rejects the dualistic mind-over-body model of learning, proposing instead that cognition is inseparable from our physical and sensory engagement with the world, a perspective that aligns with new materialist and posthuman theories (Barad, 2007; Haraway, 2008; Braidotti, 2013). In our work, we frame decolonial embodiment as the recovery of body knowledge in education to challenge dominant, disembodied learning approaches rooted in Eurocentric traditions.

Posthumanism & New Materialism

Posthumanism and new materialism challenge the idea that learning only happens through rational thinking and the human mind. Scholars such as Barad (2008), Braidotti (2013), and Haraway (2016) argue that humans are deeply entangled with materials, environments, technologies, and other living beings. Learning therefore happens through relationships, embodiment, movement, emotions, and interaction with the world around us. Posthumanism questions the idea that humans are the centre of all knowledge, while new materialism focuses on how materials such as objects, paint, clay, and spaces actively shape learning and meaning. These theories promote embodied, creative, and relational forms of learning where knowledge emerges through doing, making, and sensory engagement.

Historical Distance

Historical distance in education refers to the emotional, cultural, and temporal gap between learners and the past, which can make history feel abstract or irrelevant. This can hinder engagement, as students may struggle to relate to people or events from different contexts. Yet this distance also offers a valuable opportunity: by acknowledging the past's unfamiliarity while connecting it to present-day issues, educators can foster empathy, perspective-taking, and critical thinking. Strategies such as storytelling, personal narratives, art, and embodied learning help humanise the past, making it both accessible and meaningful without erasing its complexity.

Historical Literacy 

Historical literacy refers to the ability to think critically about the past by interpreting, analysing, and evaluating historical sources, perspectives, and narratives. It involves understanding how historical knowledge is constructed and recognising that history is interpretive, contested, and shaped by evidence and context (Lee, 2011). 

Interdisciplinary Learning

An interdisciplinary project integrates knowledge, methods, and perspectives from two or more academic disciplines to address a common theme or question. While each discipline maintains its identity, they interact and inform one another, creating a deeper understanding. In teaching, this often means that students apply tools from different fields to explore a topic collaboratively, encouraging connections across subject boundaries while still recognising each discipline’s unique contribution.

Photovoice

Photovoice is a participatory method that combines photography and storytelling to help individuals share their experiences and perspectives. Participants take photos that reflect their lives or communities, then discuss or write about their meanings. This approach is often used in education and research to encourage critical reflection, amplify marginalised voices, and support social change.

Transactional distance

Transactional distance, a concept by Michael G. Moore, refers to the psychological and communicative gap between educators and learners, especially in online or distance education. It is shaped by the level of dialogue, course structure, and learner autonomy. Limited interaction and rigid structures increase the need for student independence, often leading to disconnection. However, many other factors contribute to the distance, and in my field, History, the subject itself affects it. Reducing transactional distance requires fostering meaningful communication, flexibility, and learner support to create a stronger sense of connection.

Transdisciplinary Learning

A transdisciplinary project goes beyond the boundaries of traditional disciplines by integrating academic knowledge with real-world experiences, community engagement, and often non-academic or indigenous knowledge systems. The focus is on solving complex, real-life problems in holistic ways that transcend any single field.