Transforming Knowledge In Teacher Education Through Decolonial Praxis

Marlon Moncrieffe, Anna Olsson Rost

Research output: Contribution to conferenceAbstractpeer-review


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


Conference17th Annual Teacher Education Policy in Europe Conference
Abbreviated titleTEPE
Internet address


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


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