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Decolonising Teacher Education
Parlo Singh (Hrsg.), Deborah Heck (Hrsg.), Stephen Heimans (Hrsg.), Angelina Ambrosetti (Hrsg.)
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Geisteswissenschaften, Kunst, Musik / Bildungswesen
Beschreibung
This book makes a deliberate attempt to explore the complexity of decolonising theories in teacher education. It draws attention to the historical and emerging impacts of colonialism on educational institutions and practices, challenging educators to expand their understanding of diverse trajectories of decolonial research both theoretically and practically. It adds to the discussions and dialogues between different disciplinary traditions, such as postcolonial and decolonial studies, as well as critical Indigenous and critical race studies. As an international compilation, it offers educators a unique opportunity to envision teacher education through alternative lenses—rethinking the relationship between ontology-epistemology-ethics, that is, what constitutes knowledge, how it is produced, and what material worlds are constructed in and through knowledge / research systems. Through compelling examples, this book illustrates how educators have navigated epistemic injustices within the field of teacher education amidst the rising global demands for standardisation. It encourages teacher educators to explore alternative theories within their own contexts, crafting new teacher education practices in universities and schools.
Kundenbewertungen
Socially just thinking in teacher education, Postcolonial teacher education practices, Indigensing teacher education, Southern theory and teacher education, Decentring dominant theory and culture in teacher education, Ontology and teacher education research, Decolonising teacher education, Inequality of knowledge production and teacher education, Decolonising teacher education policy and practice, Transforming teacher education practice, Epistemic injustice in teacher education, Alternative knowledge practices and teacher education