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Publication Title

Journal of Teacher Education



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Sage Publications


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.


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.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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