Cultivating Epistemic Disobedience
Exploring the Possibilities of a Decolonial Practice-Based Teacher Education
Dados Bibliográficos
| ID | 4308477 |
|---|---|
| Autores | Martí Domínguez (0000-0003-0482-1108, San Diego State University, CA, USA, autor correspondente) |
| Ano | 2021 |
| Volume | 72 |
| Fascículo | 5 |
| Páginas | 551-563 |
| Data de publicação | 2021-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120978152 |
| OpenAlex | W3111321324 |
| Idioma | EN |
| Citações recebidas | 26 |
| Referências citadas | 38 |
Even as momentum builds for critical, culturally sustaining, and decolonial approaches to pedagogy, curriculum, and teacher education, efforts in practice-based teacher education remain epistemically linked to Eurocentric, colonial objects of schooling, and shallow notions of justice. Yet attention to the what the day-to-day work of teaching is critical to novices' development, especially when the challenges we hope they will embrace-disrupting oppression and advancing liberation-are so complicated. Clear, concrete models of decolonial repertoires of practice are needed to ensure our teacher education efforts produce skilled practitioners prepared to advance the decolonial project in education. In this article, through a decolonial reading of the practice-based literature, and an examination of rehearsal deployed with decolonial intent, I argue for a decolonial practice-based teacher education that will cultivate educators to engage in epistemic disobedience, learning how to teach while resisting the coloniality that permeates schools
Colonialism · Critical pedagogy · Curriculum · Oppression · Pedagogy · Political science · Politics · Sociology · Teacher education · Teaching method · Critical Race Theory in Education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law
Defiant scholarship
Decolonising education through Robert Sobukwe's humanist and educational philosophies
Epistemic Disobedience and Grief in Academia
Advancing Middle Grade Research on Critical Pedagogy
Teacher educators as public intellectuals
Addressing imperial evasion
The racist architecture of the teacher workforce
From technique to emancipatory practice
The social justice core practices of Dane County, Wisconsin educators
Moving Away from Settler Colonialism in the Classroom
Learning through practice
Decolonising pedagogy in practice
Co-constructing multilingualism
I Think About It in Everything I Do Now”
A framework for approximations of practice
Constructing imaginary classrooms
A critical decolonial discourse analysis of secular education leadership practices impacting a local Muslim community
Imagining Students
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
You have a master’s degree, but you speak so ghetto”
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship
Community-Based Justice Work to Prepare Urban Teachers, Counselors, and Educational Leaders
Teacher Activism in “Terrible Cities
The Social Justice Core Practices of Philadelphia Educators
Looking, listening, leaning into the insights of youth
Cultivating relationships for Indigenous futures
The decolonial imaginary
Decolonizing Educational Research
The Darker Side of the Renaissance
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Redefining teaching, re‐imagining teacher education
Fighting to Educate Our Own
Beyond Damage-Centered Teacher Education
Borderlands/La Frontera
Globalization and the Decolonial Option
Walking the Road
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Intersubjectivity Without Agreement
An Anticolonial Framework for Urban Teacher Preparation
Thinking through the flesh
Playing with power and privilege
Cut to the core practices
Third World Studies
Practicing Justice, Justifying Practice
Witnessing in the Classroom
From the Achievement Gap to the Education Debt
Proposing a core set of instructional practices and tools for teachers of science
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Understanding "Core Practices" and "Practice-Based" Teacher Education
Learning Teaching in, from, and for Practice
Critically Compassionate Intellectualism in Teacher Education
Unpacking the "Urban" in Urban Teacher Education
Rethinking High-Leverage Practices in Justice-Oriented Ways
"Making Justice Peripheral by Constructing Practice as "Core
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
Demystifying Data Construction and Analysis
Epistemic Disobedience, Independent Thought and Decolonial Freedom
Coloniality and Modernity/Rationality
| Obras citantes distintas | 26 |
|---|---|
| Citações por ano | 5,2 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 26 |