Accountability as praxis

A dialectical conversation on decolonising teaching methods

Datos Bibliográficos

ID21511114
AutoresEmily Affolter (0000-0002-6909-0329, Prescott College, autor de correspondencia), Abby Yost (Prescott College)
Año2025
Volumen51
Número4
Páginas469-485
Fecha de publicación2025-07-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaOxford Review of Education (JOURNAL)
Identificadores de la revistaISSN: 0305-4985 • E-ISSN: 1465-3915
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03054985.2024.2328606
OpenAlexW4393074978
IdiomaEN
Citas recibidas1
Referencias citadas33

This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and assets. To aim for decolonial accountability to the communities impacted, we engage in dialogue with each other to better understand how to refine our approaches and increase the efficacy of our critical pedagogies. The piece begins with vignettes of our educational efforts that failed to decolonise, and dialogically converses to model culturally responsive and sustaining accountability upon reflection. The purpose of this article is to unveil this process with peer educators as a decolonising accountability measure. Ultimately, we assert that educational practices that enable critique, conversation, and invite self-reflexivity are decolonising. Our recommendations to engage in dialogue with other educators stem from a desire to continue refining our pedagogical skills and holding ourselves accountable to a praxis of decoloniality

Accountability · Conversation · Dialectic · Epistemology · Mathematics education · Pedagogy · Political science · Praxis · Sociology · Teaching method · Critical Race Theory in Education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy · Psychology