Tikly / Mitchell / Paulson Teacher Professionalism in the Global South

A Decolonial Perspective
1. Auflage 2024
ISBN: 978-1-5292-4267-6
Verlag: Bristol University Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 128 Seiten, Format (B × H): 127 mm x 203 mm

Reihe: Bristol Studies in Comparative and International Education

This book provides a decolonial critique of dominant global agendas concerning teacher professionalism and proposes a new understanding based on UNESCO-funded research with teachers based in Colombia, Ethiopia (Tigray), India, Rwanda and Tanzania.
It opens by outlining dominant conceptions of teacher professionalism as they appear in the global literature. It then introduces Ndlovu-Gatsheni’s (2013) three dimensions of coloniality, namely, the coloniality of power, of knowledge and of being, as a framework for considering the effects of the colonial legacy on teacher professionalism and setting out the teachers’ ideas concerning the barriers and affordances to their professionalism. This provides a basis for outlining the teachers’ perspectives on how teacher professionalism may be conceptualised, which is discussed in relation to existing global narratives/conceptions.
The main arguments advanced in this book are that a decolonial lens is helpful for contextualising the perspectives of teachers in the global South; the lived experiences and material conditions of these teachers are often neglected in dominant discourses; the importance of situating the perspectives of teachers in an understanding of local contexts and realities; and, that in contrast to deficit discourses that predominate in the global literature, there is much that can be learned about teacher professionalism from teachers in the global South.

Autoren/Hrsg.

Tikly, Leon

Mitchell, Rafael

Paulson, Julia

Barrett, Angeline M.

Weldemariam Reda, Nigusse

Batra, Poonam

Rowsell, Jennifer

Bernal, Alexandra

Tusiime, Michael

Cameron, Leanne

Vejarano, Beatriz

Coles, Alf

Juma, Zawadi Richard

Aviles Nunez, Nidia

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

1. Introduction: The Case for Decolonising Teacher Professionalism
2. Study Design
3. Teacher Professionalism: A Global Literature Review
4. Teacher Professionalism and the Coloniality of Power
5. Teacher Professionalism and the Coloniality of Knowledge
6. Teacher Professionalism and the Coloniality of Being
7. Towards a Practitioner-Led Understanding of Teacher Professionalism
8. Conflict in Tigray: Teachers’ Experiences and the Implications for Post-Conflict Reconstruction by Nigusse Weldemariam Reda & Rafael Mitchell

Über Autor(innen)

Paulson, Julia
Julia Paulson is Associate Professor in Education, Peace and Conflict at the University of Bristol, UK, where she is also Co-Director of the Centre for Comparative and International Research in Education.

Tikly, Leon
Leon Tikly is UNESCO Chair in Inclusive, Good Quality Education at the University of Bristol, UK.

Leon Tikly, University of Bristol
Rafael Mitchell, University of Bristol
Angeline M. Barrett, University of Bristol
Poonam Batra, Delhi University
Alexandra Bernal Pardo, Rodeemos el Diálogo
Leanne Cameron, Education Development Trust
Alf Coles, University of Bristol
Zawadi Richard Juma, St. John’s University of Tanzania
Nidia Aviles Nunez, University of the West of Scotland
Julia Paulson, University of Saskatchewan
Nigusse Weldemariam Reda, Mekelle University
Jennifer Rowsell, University of Sheffield
Michael Tusiime, University of Rwanda
Beatriz Vejarano Villaveces, Rodeemos el Diálogo