教师创造反殖民主义的未来:通过自传式反思探索与教师的课程对话

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Carmel Roofe
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引用次数: 0

摘要

教师对其个人历史的了解有助于他们理解和认识自己作为专业教师的角色。在后殖民社会中,从这种理解中获得的启示有助于塑造教师的意识,让他们知道如何管理自己的课程(课程设置),为自己和所教的学生创造解放的体验。本文采用自传体的方法,解构了四位在职教师的故事,讲述了他们作为学生在牙买加课堂上的教与学经历,以及这些经历如何与他们当前的专业实践相互交织。从教师们的书面反思中得出的结论表明,对学校类型的看法和相关后果仍然是教师们面临的最大的复杂问题,也是殖民主义的代表。与此相关的是教师自身所展示的技能以及这些技能对学生所产生的积极和消极情绪。教师们还表示,他们有责任为自己和学生鼓与呼,为创造变革和抵制殖民主义提供机会。因此,本文就如何通过与学生的课程对话来建设反殖民主义的未来向教师和教师的教师(教师教育者)提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection
Teachers’ understanding of their personal histories is beneficial to their understanding and conceptualisation of their roles as teacher professionals. Insights from such understanding in post-colonial societies help to shape teachers’ consciousness about how they can run their own course (curriculum) to create liberating experiences for themselves and those they teach. This paper draws on the autobiographical method of currere to deconstruct stories of four in-service teachers about their teaching and learning experiences as students in Jamaican classrooms and how these experiences intertwine with their current professional practice. Findings derived from the teachers’ written reflections revealed that perceptions about types of schools and the associated consequences remain the largest area of complexity and representation of coloniality for teachers. Linked to this is the skills teachers themselves demonstrate and the positive and negative emotions those skills evoke for students. The teachers also expressed their responsibility towards advocating for self and their students as opportunities to create change and resist coloniality. The paper therefore offers recommendations for teachers and teachers of teachers (teacher educators) on how to build anti-colonial futures through curriculum conversations with their students.
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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