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ERIC Number: EJ1204775
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0260-7476
Decolonial Innovation in Teacher Development: Praxis beyond the Colonial Zero-Point
Domínguez, Michael
Journal of Education for Teaching: International Research and Pedagogy, v45 n1 p47-62 2019
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.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A