De/colonizing the Education Relationship: Working with Invitation and Hospitality
dc.contributor.author | Pirbhai-Illich, F | |
dc.contributor.author | Martin, F | |
dc.date.accessioned | 2020-04-29T14:45:31Z | |
dc.date.issued | 2020-02-18 | |
dc.description.abstract | Our previous studies have shown that culturally responsive pedagogies (CRP) are not successful across all contexts: they have not been developed for culturally plural classrooms; white pre-service teachers have developed a teacher onto-epistemology that makes CRP unintelligible to them. In this article we report the findings of a Culturally Responsive Language and Literacy Education (CRLE) course that we revised to locate CRP within a broader, de/colonizing framework that aimed to disrupt pre-service teachers’ colonial habits of mind and being. At the heart of this process was an eight-week tutoring element during which pre-service teachers worked one-on-one with a marginalized student who had been failed by the education system. We investigated how pre-service teachers opened up inviting and hospitable spaces for learning, how they maintained students’ engagement over time, and whether this led to changes in their praxis. We invited pre-service teachers to withdraw allegiance to the hegemony of modernist/colonial models of education and to begin to let go of the socialized teacher onto-epistemology that they were invested in. Our findings show that the concepts of invitation and hospitality helped the pre-service teachers to begin to operationalize new teacher ontologies and to divest themselves of colonial ways of being, but that such fundamental changes to the self would be a lifelong process. | en_GB |
dc.identifier.citation | Vol. 11 (1), pp. 73 - 91 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/120856 | |
dc.language.iso | en | en_GB |
dc.publisher | Academy for Educational Studies | en_GB |
dc.relation.url | https://academyforeducationalstudies.org/journals/journal/current-and-past-issues/volume-11-issue-1/ | en_GB |
dc.rights | © 2020 Academy for Educational Studies. This is an open access article under the Creative Commons Attribution International 4.0 licence | en_GB |
dc.subject | hospitality | en_GB |
dc.subject | invitation | en_GB |
dc.subject | de/colonization | en_GB |
dc.subject | culturally responsive pedagogy | en_GB |
dc.subject | critical interculturality | en_GB |
dc.subject | teacher education | en_GB |
dc.title | De/colonizing the Education Relationship: Working with Invitation and Hospitality | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2020-04-29T14:45:31Z | |
dc.description | This is the final version. Available on open access from the Academy for Educational Studies via the link in this record | en_GB |
dc.identifier.eissn | 2327-3607 | |
dc.identifier.journal | Critical Questions in Education | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2019-12-11 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2020-02-18 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2020-04-29T08:39:13Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2020-04-29T14:45:40Z | |
refterms.panel | C | en_GB |
refterms.depositException | publishedGoldOA |
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Except where otherwise noted, this item's licence is described as © 2020 Academy for Educational Studies. This is an open access article under the Creative Commons Attribution International 4.0 licence