Journal of Teacher Education
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.
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
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© American Association of Colleges for Teacher Education, 2023.