A different difference in teacher education: posthuman and decolonizing perspectives

Toohey, Kelleen; Smythe, Suzanne

doi:10.1080/09500782.2021.1980002

Cited by 14 publications

(3 citation statements)

References 46 publications

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“…Making recommendations for general teaching and teacher education is contrary to the approach in this study, which insists on the particularity of settings and events (Toohey & Smythe, 2021). Nevertheless, having explored some English language teachers' views of mentoring and its impact on their CPD, an emphasis was placed on the importance of bottom-up approaches to CPD, which are context-driven, relationship-centred, and knowledge-based.…”

Section: Discussionmentioning

confidence: 73%

The Impact of Mentoring on English Language Teachers: A Case From Argentina

Berbain¹,

Payaslian²,

Rosas

et al. 2023

Profile: Issues Teach. Prof. Dev.

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Despite evidence on the benefits of mentoring with beginning teachers, little is known about the impact of mentoring on experienced teachers. Based on a qualitative research design, this study explores mentoring with 11 teachers of English as an additional language (four mentors and seven mentees) during the COVID-19 epidemic. Data were gathered through mentees’ journals, interviews, and documents. Drawing on thematic analysis, mentees were found to improve their teaching practice and develop their professional knowledge. Specifically, they displayed more sensitivity to learners, unleashed creativity, improved class management, strengthened relationships, increased motivation, and developed reflective competencies. The study argues that mentoring can allow all English language teachers to build knowledge with other teachers from their own experiences and for other teachers and educational stakeholders.

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Section: Discussionmentioning

confidence: 73%

The Impact of Mentoring on English Language Teachers: A Case From Argentina

Berbain¹,

Payaslian²,

Rosas

et al. 2023

Profile: Issues Teach. Prof. Dev.

View full text Add to dashboard Cite

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“…The final recent perspective on teacher education and interculturality derives from a 2021 paper published by Toohey and Smythe (2022) about posthuman and decolonizing perspectives in teacher education, focusing on English as an additional language (EAL) teacher education programmes in Canadabut potentially relevant for all teachers. For the authors these perspectives could help de-centre and reconceptualize teachers' engagement with difference and diversity.…”

Section: Recent Theoretical and Paradigmatic Additions To Intercultur...mentioning

confidence: 99%

Interculturality, Criticality and Reflexivity in Teacher Education

Dervin

2023

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Preparing teachers to work with and for diversity in their classrooms and beyond is an objective that seems to be globally accepted in pre-service and in-service teacher education. However, what diversity means, what it entails and how to engage with diverse individuals in educational contexts can take on multiple shapes in different parts of the world. This Element suggests that the multifaceted and polysemic notion of interculturality could be useful to unthink and rethink (ad infinitum) working with diverse people in education. The Element surveys the different meanings and ideologies attached to the notion, using a multilingual perspective to do so. Recent research published internationally on the topic and its companions such as multicultural is also reviewed. The main addition to the field is a critical and reflexive perspective which is proposed for teacher educators, (students) teachers and researchers. The proposal draws from Dervin's most up-to-date theoretical and pedagogical work.

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“…The notion of relationalities then makes us aware as to how everything is entangled into one another to the extent that talking about an early childhood education learner includes talking about their parents, their entire community, and their individuality, including one's physical, physiological, psychological and socio-cultural dimensions to mention a few (Beghetto & Zhao, 2022). It is an intricate complexity that needs to be understood from those embedded dimensionalities (Toohey & Smythe, 2022).…”

Section: Introductionmentioning

confidence: 99%

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

Makeresemese,

Mahlomaholo

2023

RESSAT

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This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius’s power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences.

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A different difference in teacher education: posthuman and decolonizing perspectives

Cited by 14 publications

References 46 publications

The Impact of Mentoring on English Language Teachers: A Case From Argentina

The Impact of Mentoring on English Language Teachers: A Case From Argentina

Interculturality, Criticality and Reflexivity in Teacher Education

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

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