Closer to home… ? Experiences of candidates on a doctoral education programme in two Sub-Saharan countries: South Africa and Ethiopia

Williamson, Charmaine

doi:10.1080/2331186x.2019.1643274

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…Another central theme relates to the achievements of doctoral students (Austin, 2009;Calabrese et al, 2007;Davis et al, 2018;Geesa et al, 2020;Geesa et al, 2021;Gilly, 2004;Sims & Cassidy, 2016;Zambo, 2014). Another body of research is devoted to the implications of doctoral study for both doctoral candidates (Buss, 2020;Carrillo & Rubel, 2019;Paufler et al, 2020;Pervez et al, 2020;Rapp et al, 2001;Wasburn-Moses, 2007;Williamson, 2019) and teachers (Amrein-Beardsley et al, 2012;Austin, 2009;Bentley, 2013;Boyce, 2000;Tam & Rousseau, 2000;Tekian, 2014;Thomas & Reeve, 2006).…”

Section: Résumémentioning

confidence: 99%

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

Castañeda-Peña

Rivera

2022

Íkala

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Decolonial engagement in education is becoming geo and body politically multifaceted across the global south and north. It is witnessing the emergence of ‘pedagogies of crossing,’ pedagogías insumisas (unsubordinate pedagogies), and ‘trans/queer pedagogies,’ among others. Thus, decolonial engagement in education constitutes a fruitful epistemological site of struggle, fracture, and healing. This plurality situates the so-called pedagogizations within the decolonial turn. Pedagogizations, on the other hand, refer to actions otherwise rather than to the hold of colonialism in a designated field: Pedagogy. Decolonial pedagogizations remain underexplored in the literature on language teacher education, however. This article unearths and discusses how they are (co)constructed for and with English language teachers at a Colombian state university’s doctoral program that claims a south epistemological stance and seeks the decolonization of language teacher education. In this vein, this article adds to the literature reclaiming decolonial methodologies, or pedagogizations, in education and proposes that they include knowledge (co)construction processes otherwise such as submerged guiding, deculonial voicing, and cultivating heterarchical relationships. Yet, it also critiques these decolonial pedagogizations in language teacher education, embracing the diverse onto-epistemological constitution of graduate educational processes.

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Section: Résumémentioning

confidence: 99%

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

Castañeda-Peña

Rivera

2022

Íkala

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The Provision of Psychosocial Support and Education of Vulnerable Children

Hove

2022

Advances in Psychology, Mental Health, and Behavioral Studies

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All children require psychosocial services that are provided by several caregivers. Provision of equal educational opportunities for children remains a global challenge despite concerted efforts from organisations such as the United Nations. However, these efforts are continuously undermined by numerous factors such as natural disasters, political instability, civil wars, among others. Admittedly, adverse effects of these factors are mainly felt in underdeveloped or developing countries which are mainly found in Africa. This chapter therefore seeks to show that all children regardless of their social background require a safety net especially under the new era of COVID-19 pandemic. The ecological systems theory will be discussed. Factors that cause vulnerability in Africa, Asia, and other continents will be explored as well. To add more, the South African context on vulnerable children will be explained in detail taking into account factors that place children in vulnerable positions. The last segment of the chapter focuses on solutions and recommendations.

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Closer to home… ? Experiences of candidates on a doctoral education programme in two Sub-Saharan countries: South Africa and Ethiopia

Cited by 2 publications

References 25 publications

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching

The Provision of Psychosocial Support and Education of Vulnerable Children

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