Collective Disruption and Transformation: Responsivity and Emergence in Rural Teacher Education

• In Event: Radical Imagination and Collective Disruption: Reimagining Teacher Education through Community Partnerships

Abstract

We studied the development of a hybrid Bachelor of Education Program where the online platform and coursework allowed teacher candidates (TCs) to remain in their rural/remote communities and complete rural practica. In this research, we ask: How did co-creation of a hybrid teacher education program cultivate conditions for disruption and transformation? Through this project we contribute to the rising recognition of how disabled, racialized, Indigenous, and LGBTQ+ TCs' funds of knowledge can be generative, disrupting normative practices and structural inequalities in rural education. This study offers an example where teacher education transformation centres diverse and all TCs’ voices to co-create principles for decolonial pedagogies and course design, and inform learning and teaching practice in online courses.

Authors

• Terry Taylor, University of British Columbia

• Leyton Schnellert, University of British Columbia

• Jamilee Baroud, University of British Columbia

• Amy Caesar, University of British Columbia

• Samantha Sinanan, The University of British Columbia