Document Type
Article
Publication Date
9-14-2023
Publication Title
Journal of Teacher Education
Pages
1-14
Publisher Name
Sage Publications
Abstract
In this article, 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, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.
Recommended Citation
Lees, Anna; Ryan, Ann Marie; Muñoz, Marissa; and Tocci, Charles. Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation. Journal of Teacher Education, , : 1-14, 2023. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1177/00224871231199361
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© American Association of Colleges for Teacher Education, 2023.
Comments
Author Posting © American Association of Colleges for Teacher Education, 2023. This is the author's version of the work. It is posted here by permission of Sage Publications for personal use, not for redistribution. The definitive version was published in Journal of Teacher Education, Pages 1-14, September 2023. https://doi.org/10.1177/00224871231199361