A reflection on the teacher education curriculum and the decolonising agenda

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jo Byrd, Jack Bryne Stothard
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引用次数: 0

Abstract

This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education.  We argue that until the self is decolonised, the process of decolonialisation becomes rhetoric, or as stated by Doharty et al. (2021), ‘lousy diversity double-speak’.  We also question how much we can decolonise whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’etre is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognise the tensions and resistance to decolonialise, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher-practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanising and debilitating.
对师范教育课程和非殖民化议程的思考
本文是一篇关于个人和团队在教师培训/教育领域开展去殖民化工作时的思维过程的反思文章。我们认为,在自我去殖民化之前,去殖民化的过程就变成了空谈,或如 Doharty 等人(2021 年)所说的 "糟糕的多样性双关语"。我们还质疑,当我们在学术界工作时,我们能在多大程度上实现去殖民化,因为学术界的文化、符号和实践都源于殖民主义和启蒙运动时期;其存在的理由就是将某些知识凌驾于其他知识之上,并声称自己在文化和学术上具有优越性。英国当前的政治格局将反种族主义视为一种政治意识形态,必须在学校和教育中加以避免,这种意识形态战场在师范教育中显而易见。我们的目标是认识到去殖民化过程中的紧张和阻力,这表明了在不断变化的立场和主体性之间游走的混乱和偶然的过程。这是对教师从业者的挑战,他们必须平衡自身的道德和哲学基础,同时关注工作的政治需要。这可能表现为与他们所在机构的政策和程序保持一致,而这些政策和程序往往会造成 分化和削弱。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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