Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

Bibliographic Data

ID4306336
AuthorsAmanda Lees (0000-0001-5446-6592, Western Washington University, Bellingham, USA, corresponding author), Ann Marie Ryan (0000-0001-9713-2082, The University of Texas at San Antonio), Marissa Muñoz (0000-0001-9860-8978, The University of Texas at San Antonio), Charles Tocci (0000-0001-6204-0700, Loyola University Chicago, IL, USA)
Year2024
Volume75
Issue3
Pages261-274
Publication date2024-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/00224871231199361
OpenAlexW4386742449
LanguageEN
Citations received2
References cited65

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.'s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program

Colonialism · Decolonization · Hegemony · Indigenous · Indigenous Education · Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Work (physics) · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Psychology · Tourism, Volunteerism, and Development

Tools

Open DOIOpen Access