Literaturnachweis - Detailanzeige
Autor/in | Domínguez, Michael |
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Titel | Decolonial Innovation in Teacher Development: Praxis beyond the Colonial Zero-Point |
Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 1, S.47-62 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0260-7476 |
DOI | 10.1080/02607476.2019.1550605 |
Schlagwörter | Stellungnahme; Equal Education; Social Justice; Teacher Education; Culturally Relevant Education; Teaching Methods; Teacher Student Relationship; Epistemology; Minority Group Students; Foreign Policy; Best Practices; Educational Innovation; Developing Nations; Disadvantaged Youth; Whites; Racial Bias; Educational Change Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Erkenntnistheorie; Außenpolitik; Instructional innovation; Bildungsinnovation; Developing country; Developing countries; Entwicklungsland; Benachteiligter Jugendlicher; White; Weißer; Racial discrimination; Rassismus; Bildungsreform |
Abstract | Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities. This paper contends that ontological distance between educators and youth of colour, and the ways Eurocentric epistemologies exist as a colonial 'zero point' in teacher education praxis, are a core element of this existential crisis facing teacher educators. Drawing on decolonial theory and epistemologies of the global south, I suggest that teacher education is in need of epistemic innovation; radically revising our approaches to preparing educators by anchoring them in the epistemic and ontological perspectives of the global south, and in so doing, crafting "pedagogical imaginaries" through which we might disrupt the ways coloniality lives (often invisibly) in, and is reproduced by, our assumptions about best practices, ways of being, and measures of success. Such a decolonial approach to innovation in teacher education holds promise for ensuring our praxis, and the educators we prepare, are positioned to engage with a hyperdiverse world in humanizing ways. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |