Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education
Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education
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培养认知不服从：探索基于实践的非殖民性教师教育的可能性
DOI：
10.1177/0022487120978152
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发表时间：
2020
影响因子：
3.9
通讯作者：
Michael Domínguez
中科院分区：
文献类型：
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作者：
Michael Domínguez
尽管对教学法、课程和教师教育采取批判性的、文化上可持续的、非殖民化的方法的势头正在增强，但以实践为基础的教师教育的努力在认识上仍然与欧洲中心主义、殖民主义的学校教育目标和肤浅的正义观念联系在一起。然而，关注日常教学工作对新手的发展至关重要，尤其是当我们希望他们接受的挑战——打破压迫和推进解放——如此复杂的时候。需要明确、具体的非殖民化实践模式，以确保我们的教师教育工作产生有技能的从业人员，准备推进教育中的非殖民化项目。在本文中，通过对以实践为基础的文献的非殖民化阅读，以及对具有非殖民化意图的预演的考察，我主张一种以非殖民化实践为基础的教师教育，这种教育将培养教育工作者参与认识上的不服从，学习如何在抵制渗透在学校中的殖民主义的同时进行教学。
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.