Decolonial and antiracist teacher education practice

Challenges and alternatives

Dados Bibliográficos

ID21360131
AutoresRyuko Kubota (0000-0001-5072-7169, Faculty of Education, Department of Language and Literacy Education University of British Columbia Vancouver Canada, autor correspondente), Stewart Motha (0000-0003-0185-7084, University of Washington), Suhanthie Motha (Department of English University of Washington Seattle USA)
Ano2025
Volume109
Fascículo3
Páginas686-695
Data de publicação2025-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoModern Language Journal (JOURNAL)
Identificadores do periódicoISSN: 0026-7902 • E-ISSN: 1540-4781
EditoraWiley (PUBLISHER • GB)
DOI10.1111/modl.13015
OpenAlexW4414016097
IdiomaEN
Citações recebidas1
Referências citadas20

Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation

Engineering ethics · Pedagogy · Political science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Multilingual Education and Policy

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