Did the colony end, or does it continue to exist in curricula, diagnostic tests, and the images, the imaginations and the lived realities of the ›teacher‹?
Decolonise teacher education traces three colonial entanglements emerging from South Africa, Germany, and India to explore how decolonisation is perceived, internalised, challenged, and reinterpreted in teacher education. The text works across languages, histories and power asymmetries, not to produce a tidy comparison, but to stay with the bumpiness of collaboration across epistemic and geopolitical differences. In the voices of student teachers, the authors find colonial imaginaries stubborn and alive in how they think about childhood, culture, difference and their own roles. Working through Grounded Theory, the book brings out the analytical and epistemological overlaps, and gaps between the three contexts and uses them to think further about what decolonisation asks of teacher education. It holds open the space where friction, ambivalence, and unresolved difference meet and where possibilities for teacher education might emerge. Essential reading for university educators, students, in-service teachers, and policymakers.
1. Auflage
Bindeart: E-Book/epub Umfang: 86 Seiten Verlag: Beltz Juventa
Aus der Reihe: Postkolonialität & Rassismus. Erziehungswissenschaftliche Perspektiven
Susanne Leitner, Dr., lehrt und forscht mit dem Schwerpunkt Flucht an der TU Dortmund. Weitere Arbeitsfelder: Kinder und Jugendliche, Bildung und Erziehung, sequentielle Traumatisierung im Kontext prekärer Aufenthaltsperspektiven, reflexive/psychoanalytische Forschung und machtkritische Forschung.
Dr. Manish Jain ist Associate Professor an der School of Education Studies (SES) der Dr. B. R. Ambedkar University Delhi (AUD). Seine Lehr- und Forschungsschwerpunkte sind die Geschichte, Politik und Soziologie der Bildung in postkolonialen Gesellschaften, Bildungspolitik und Bildungsbürgerkunde.
Dr. Samantha Kriger ist Dozentin und Forscherin an der Fakultät für Bildung der Cape Peninsula University of Technology (CPUT). Sie ist spezialisiert auf Lehrerausbildung, Curriculum-Entwicklung und Diversität im Bildungswesen. Ihre Forschungsschwerpunkte sind Unterrichtspraxis in den Grund- und Mittelstufen, Bildungsungleichheit und Musikunterricht.
Dr. Zayd Waghid ist Professor an der Fakultät für Bildungswissenschaften der Cape Peninsula University of Technology (CPUT) in Südafrika. Er hat sich auf Bildungsphilosophie, soziale Gerechtigkeit, Entrepreneurship und inklusive demokratische Bildung spezialisiert.
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Decolonise teacher education traces three colonial entanglements emerging from South Africa, Germany, and India to explore how decolonisation is perceived, internalised, challenged, and reinterpreted in teacher education. The text works across languages, histories and power asymmetries, not to produce a tidy comparison, but to stay with the bumpiness of collaboration across epistemic and geopolitical differences. In the voices of student teachers, the authors find colonial imaginaries stubborn and alive in how they think about childhood, culture, difference and their own roles. Working through Grounded Theory, the book brings out the analytical and epistemological overlaps, and gaps between the three contexts and uses them to think further about what decolonisation asks of teacher education. It holds open the space where friction, ambivalence, and unresolved difference meet and where possibilities for teacher education might emerge. Essential reading for university educators, students, in-service teachers, and policymakers.34
