Toward Wild Forms of Teacher Education

• In Event: Pluralizing, Democratizing, and Decolonizing Teacher Education

Abstract

Building on and critically engaging culturally affirmative approaches to teacher education, this paper looks to wildness (Halberstam, 2020) as a decolonial way for teachers to welcome marginalized students beyond categorization. This conceptual paper draws on a broader ethnographic and historical project that explores the everyday educational lives of recently immigrated youth at a newcomer school to offer strategies and ideas of a wild form of teacher education. Ultimately, the paper presents possibilities for teachers to think and act with students in ways that push against categories and at the very boundaries of education and schooling.

Author

• Jordan Corson, Stockton University