Pedagogical (Re)Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in Pakistan

Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks

“…Darwin (2000), for instance, critiqued arbitrary "expert and learner" portrayals in mentoring and explored more democratic practices that engender "opportunities for dialogue" (p. 206). Khoja-Moolji (2017) proposed a type of pedagogical encounters to subvert colonial ways of knowledge production in teacher education. Furthermore, Wetzel et al (2017) worked on mentoring from the basis of struggling against notions that perpetuate mentors' roles as trainers who install in student-teachers an array of discrete competencies to teach.…”

‘More than an Educator but a Political Figure': Leveraging the Overlapping Intersections of Disability Studies and Critical Pedagogy in Teacher Education

“…Teachers are one of, if not the, most important role models in many students' lives when thinking about how much time students spend in schools and the relationships that can be built when teachers and students are authentic with one another in the process of building relational trust. Given this reality -which many normative-reliant teacher-students have experienced first-hand, albeit in contexts where they embodied the idea of 'normal'new pre-service teachers often come into their tenure as a teacher with a savior complex couched in the preoccupation of whiteness (Aronson, 2017;Emdin, 2016;Ladson-Billings, 2009) and the neo-colonial logics demanded by First-world imposition of culture (Khoja-Moolji, 2017;Mignolo, 2012). This white, neo-colonial savior-ism translates into a very explicit set of beliefs and perceptions that these new teachers hold and utilize to justify exclusion, if not challenged.…”

Coloniality, Resistance, and Reimagining the Future: Exploring the Influence of Language Policies on Learner Identities in Pakistani Schools

“…However, despite internalizing dominant hierarchies, many students understood their experiences through the framing of colonial power structures, which simultaneously positioned them as potential actors for decolonial resistance. In this paper, I analyze their experiences in detail, and in doing so, this study adds to the growing voices in the field of international and comparative education (Rahman, 2002;Mustafa, 2015;Khoja-Moolji, 2017;Degraff, 2019;Allweiss, 2021) that critically examine the role of modern/colonial formations in the structuring of education globally.…”