Place in Intercultural Teacher Education

• In Event: Indigenous and Justice World-Remaking: Curriculum of Bodies and Land

Abstract

In this paper, I examine discourses about place as a tension in intercultural teacher education in the context of settler colonialism. Following Ellesworth (2005), I contemplate place as pedagogy and consider discourses of intercultural teacher education spatially and materially as part of the curriculum of teacher education. Building on theories of settler colonialism I place land, water and/or earth at the center of my analysis of the curriculum of two programs of intercultural teacher education. By examining place as a tension, I have aimed to create one way to make sense of the differences in the discourses of intercultural teacher education by bringing in elements of the context and history in which teacher educators work

Author

• Andrea Lira, Teachers College, Columbia University