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.
Outlining from a teacher’s perspective how teacher professionalism may be conceptualized, this book critiques dominant global narratives and conceptions based on deficit discourses. The authors argue that a decolonial lens can help to contextualize the perspectives, experiences and material conditions of teachers in the global South, and the value of such a framework for informing global debates and decision-making in education.
Inhoudsopgave
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
Over de auteur
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.
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