Opening Possibilities for Decolonial Teacher Education: Narrating Three Cases From Brazil and Australia

• In Event: Marriott Roundtable Session 60
  In Roundtable Session: Methodology and Postcolonial Studies

Abstract

This paper describes attempts to implement decolonial teacher education in three sites – two from Brazil and one from Australia. While different in context and approach, each case seeks to challenge the ‘coloniality of power’ that has contributed to centuries worth of inequality and oppression. The first case from Brazil uses the pedagogy of cinema focused on the Afro-Latin diaspora to better understand the colonial condition, while the second case, also Brazilian, explores discursive colonisation and appropriation in continuing teacher education within university-teacher partnerships. The final example from Australia, describes attempts to unsettle preservice teacher education students with the colonialism embedded with socio-scientific issues. Each case contributes to the enduringly difficult task of engaging the decolonial within teacher education.

Authors

• Lyn Catherine Carter, Australian Catholic University

• Isabel Martins, Universidade Federal do Rio de Janeiro

• Celso Sanchez, Universidade Federal do Estado do Rio de Janeiro