4 results
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2. Decolonial innovation in teacher development: praxis beyond the colonial zero-point.
- Author
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Domínguez, Michael
- Subjects
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DECOLONIZATION , *THEORY of knowledge , *SOCIAL justice , *TEACHER education , *EDUCATIONAL innovations - 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. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
3. Innovation in teacher education: towards a critical re-examination.
- Author
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Ellis, Viv, Souto-Manning, Mariana, and Turvey, Keith
- Subjects
- *
EDUCATIONAL innovations , *TEACHER education , *QUALITY of work life , *DEBT , *SOCIAL justice - Abstract
In the course of introducing a themed issue of the journal on "Innovation in Teacher Education', we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a 'buzzword', we distinguish between purposes for innovation and, in particular, between changes driven by arguments for social mobility and those driven by social justice and equity. Two imperatives for innovation underpinned by arguments for social justice and equity are identified: the concept of a 'teacher education debt', built on Ladson-Billings' more general notion of 'education debt'; and the humanization of learning, teaching and becoming a teacher as person-centred, relational practices. The final section of the article introduces each of the six papers in the context of the discussion in previous sections about these imperatives for change. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
4. Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education.
- Author
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Turvey, Keith
- Subjects
- *
EVIDENCE , *NARRATIVE inquiry (Research method) , *EDUCATIONAL innovations , *TEACHER education , *TEACHER development - Abstract
This article argues for the humanisation of research evidence through narrative as an urgent project in teacher education and development. Narrative has the potential to make a significant contribution to a critical re-definition of both evidence and innovation in teacher education. But this argument is not a call for a user-friendly (re)packaging of research evidence, so that 'what works' can be diffused throughout the profession. Globally, such efficiency and productivity approaches have merely sedimented established inequities and injustices. By humanising, the paper promotes a recognition that research evidence of value, is steeped in rich provenance, being both borne out of, and brought to bear in, complex and diverse contexts that are mediated by, and impact upon, the unpredictable yet meaningful activities of humans. It is argued that using evidence effectively is predicated on intelligent judgment and interpretation in and on action, processes that require moral deliberation as well as pedagogical and technical innovation. The central role of narrative in this endeavour is explored critically. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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