Decolonising the academic atmospheres of higher education

Abstract
When working on reflective essay assignments, students are challenged with performing sophisticated introspections, mastering theories and developing critical thinking skills.
Furthermore, they can struggle with procrastination as they seek to express their own voice and nourish their creativity during the reflective process. This philosophical think-piece draws on our experience teaching marketing-related modules at both undergraduate and postgraduate levels. It illustrates how, by conceptualising the learning experience as an academic encounter within affective educational atmospheres, we, as educators, can offer students tangible and actionable tools to overcome some of the challenges of reflective learning. Affective atmospheres in educational settings can be understood as spaces (within
and outside campus) in which peers and facilitators encounter each other in their learning journeys. We argue that pedagogical strategies often take our spaces of learning for granted, not recognising their significance on the learning experience. We propose that nurturing affective atmospheres requires recognition and cultivation. This paper illustrates how, within the context of the Business School, incorporating guided embodied experiences can impact students' capacities to work regularly, collectively, creatively, and reflectively.