Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
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.
Leon Tikly, University of Bristol
Rafael Mitchell, University of Bristol
Angeline M. Barrett, University of Bristol
Poonam Batra, Delhi University
Alexandra Bernal Pardo, Rodeemos el Diálogo
Leanne Cameron, Education Development Trust
Alf Coles, University of Bristol
Zawadi Richard Juma, St. John’s University of Tanzania
Nidia Aviles Nunez, University of the West of Scotland
Julia Paulson, University of Saskatchewan
Nigusse Weldemariam Reda, Mekelle University
Jennifer Rowsell, University of Sheffield
Michael Tusiime, University of Rwanda
Beatriz Vejarano Villaveces, Rodeemos el Diálogo
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