Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

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

Abstract

In this paper, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, the team undertook a critical interpretive synthesis of literature, in order to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit Andreotti, Stein, Ahenakew, & Hunt’s (2015) social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program, as a practice of response-ability (Kuokkanen, 2010), freedom dreaming (Love, 2019), and pedagogy of solidarity (Gaztambide-Fernández, 2012).

Authors

• Marissa Munoz, University of Texas - San Antonio

• Anna Lees, Western Washington University

• Charles Tocci, Loyola University Chicago

• Ann Marie Ryan, University of Texas - San Antonio