Towards Decolonising Teacher Education: Criticality, Relationality and Intercultural Understanding

Martin, Fran; Pirbhai‐Illich, Fatima

doi:10.1080/07256868.2016.1190697

Cited by 32 publications

(13 citation statements)

References 20 publications

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“…At the heart of education is the relationship between students and their lecturers and this relationship could have decolonising potential (Martin and Pirbhai-Illich 2016). The relationship between lecturers and students was affected by the protest movement in different ways.…”

Section: Relationshipsmentioning

confidence: 99%

#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

Costandius

Blackie

Nell

et al. 2018

SAJHE

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In South African higher education institutions, the student protests of 2015-2016 called for the decolonisation of higher education spaces and equal access to these spaces. We collected data from students and lecturers over the period of one year in order to better understand the reactions of students and lecturers and the effects the protests had on their experiences. Perspectives of affective theory, decolonisation and social justice were used. It was discovered that the protests had a great affective impact on participants. Strong emotions and beliefs affected the relationships between students and lecturers and African centrality was suggested as a framework for curriculum change. Some settler perspectives emerged and polarisation was evident. It is our hope that lecturers could use this research to assist them in decolonising their spaces of teaching and learning.

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Section: Relationshipsmentioning

confidence: 99%

#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

Costandius

Blackie

Nell

et al. 2018

SAJHE

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“…The CR perspective we adopted is rooted in various works such as critical race theory, decolonizing and de/postcolonial views, and methodology/pedagogy of the oppressed. Criticality and relationality are approached in these contexts as two parts of a whole (Martin & Pirbhai-Illich, 2016). Criticality as applied to education and learning systems is the momentum of interrogation and questioning in an area of thought, while relationality offers a social and cultural lens through with to describe the connections between learners and the world they are a part of.…”

Section: Critical Relationalitymentioning

confidence: 99%

Community Making: An Expansive View of Curriculum

Oguilve

Wen

Bowen

et al. 2021

JCSR

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Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.

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“…Findings from these and other studies raise important questions about how PSTs from the global North can engage ethically and fruitfully with less advantaged communities. One significant determining factor posited by Martin (2012) and Martin and Pirbhai-Illich (2016), is the nature of PSTs' epistemological framing of the 'other'; whether object-based or relational, and the presence or absence of reflexive, critical questioning of this framing and its accompanying assumptions. Herein lies a challenge, since epistemological beliefs can be stubbornly difficult to shift.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Whether these shifts represent the sort of epistemological transformation that Martin (2012) and Martin and Pirbhai-Illich (2016) deem necessary is harder to discern. Whilst participants demonstrated degrees of critical self-awareness and a determination to make sense of encounters through relationship, their discourse, on-the-whole, remained seasoned with object-based vocabulary, even after their visit ('I think I was expecting it to be a lot more poor.…”

Section: Implications For Psts and Their Future Practicementioning

confidence: 99%

“…The potential for enhanced cross-cultural understanding appears strong here and it is possible that empathy will move the PSTs towards a more dialectical approach to difference with, and between, the pupils they teach; moving beyond merely 'celebrating diversity' towards 'fruitful exploration of difference' and allowing difference to be the 'essential teacher' (Martin and Pirbhai-Illich 2016, 368). In describing the relational tradition of knowing and being, Martin and Pirbhai-Illich (2016) posit that knowledge of self develops through moments of relation to difference. Deeper understanding of self, one's culture and identity are revealed through interactions with the other.…”

Section: Implications For Psts and Their Future Practicementioning

confidence: 99%

See 1 more Smart Citation

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Carter

Knight

Vickers-Hulse

2021

Pedagogy, Culture & Society

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This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the 'other'. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the 'other', though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs' critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.

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Towards Decolonising Teacher Education: Criticality, Relationality and Intercultural Understanding

Cited by 32 publications

References 20 publications

#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

#FeesMustFall and decolonising the curriculum: Stellenbosch University students’ and lecturers’ reactions

Community Making: An Expansive View of Curriculum

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

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