Transforming Knowledge In Teacher Education Through Decolonial Praxis

Marlon Moncrieffe, Anna Olsson Rost

    Research output: Contribution to conferenceAbstractpeer-review

    Abstract

    This paper presents on how teachers in the UK are framing their approaches to anti-racist curriculum making through decolonial praxis. We draw upon data from teacher interviews and findings from two impact case-studies; 1) continued professional development (CPD) materials developed by the Chartered College of Teaching, UK, through their Decolonising and Diversifying the curriculum course; 2) the creation of an online network (UK) for history teachers, with a focus on decolonising curricula and practices through methods of co-production. Findings from both case studies indicate that teachers' access to robust evidence informed continued professional development tools for anti-racist curriculum making give pedagogical confidence in challenging and transforming the limitations of knowledge given by the myopic Eurocentric discourses of the national curriculum. Decolonial praxis enables teachers to plan and implement approaches to pedagogy framed pluralistically by a diversification of knowledge in curriculum making.
    Original languageEnglish
    Publication statusPublished - 1 May 2023
    Event17th Annual Teacher Education Policy in Europe Conference : Transformation of knowledge in and on teacher education: policy and practice in times of change - Karlstad University, Sweden., Karlstad, Sweden
    Duration: 8 May 202310 May 2023
    Conference number: 17th
    https://www.kau.se/tepe2023

    Conference

    Conference17th Annual Teacher Education Policy in Europe Conference
    Abbreviated titleTEPE
    Country/TerritorySweden
    CityKarlstad
    Period8/05/2310/05/23
    Internet address

    Keywords

    • Decolonial
    • Praxis
    • Anti-Racism
    • Continued Professional Development

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