Dismantling Eurocratic Practices in Teacher Education
Keyword(s):
This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.
2021 ◽
pp. 603-624
2011 ◽
pp. 198-215
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2019 ◽
Vol 2
(1)
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pp. 334