Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative—to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students’ learning into action. We outline learning outcomes, review a sample of students’ work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.

中文翻译：

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使用非殖民人文社会学视角教授全球移民：全球移民展览作业

围绕非殖民人文社会学的对话一直以道德要求为指导——为了减少不平等而推进对社会的激进批判。边缘群体利用讲故事来推进非殖民化。教师究竟如何利用讲故事和地图的力量来促进学生对迁徙的研究？我们认为，叙述、地图和类似博物馆的展览可以用来教导人类移民，其方式超越了以国家为中心的推拉人口统计学的主导方法。此贡献描述了非殖民人文社会学如何影响全球移民展览作业的发展：专注于将学生的学习转化为行动的实践学习体验。我们概述学习成果，审查学生的作业样本，并考虑作业的局限性。我们还考虑了使用该作业的人可能面临的敌意反应，并讨论了这对学术自由和民主造成的危险。