Decolonize Teacher Education – in global perspectives

Did the colony end, or does it continue to exist in curricula, diagnostic tests, and in the images, the imagination and lived realities of the 'teacher' who rescues the child? Decolonise teacher education traces three colonial entanglements from South Africa, Germany, and India to explore how decolonisation is perceived, internalised, challenged, and reinterpreted in teacher education. The text works across languages, histories and power asymmetries, not to produce a tidy comparison, but to stay with the bumpiness of collaboration across epistemic and geopolitical difference. In the voices of student teachers, the authors find colonial imaginaries stubborn and alive in how they think about childhood, culture, difference and their own roles. The use of Grounded Theory creates analytical and epistemological intersections, overlaps, and gaps, which the book addresses while also using them to further explore the effects of decolonization. It holds open the space where friction, ambivalence, and situated knowledge meet and where possibilities for teacher education might emerge. Essential reading for university educators, students, in-service teachers, and policymakers.

© 2026 Juventa Verlag (E-bog): 9783779999249

Udgivelsesdato

E-bog: 19. november 2026