Detailanzeige
Aufsatz (Sammelwerk) zugänglich unter
URN: urn:nbn:de:0111-pedocs-335806
DOI: 10.25656/01:33580; 10.35468/6177-05
URN: urn:nbn:de:0111-pedocs-335806
DOI: 10.25656/01:33580; 10.35468/6177-05
| Titel |
University leadership views and practices about decolonising initial teacher education in higher education spaces in South Africa |
|---|---|
| Autoren |
Bulgrin, Eva  ;
Singh, Marcina ;
Sayed, Yusuf |
| Originalveröffentlichung | Breinbauer, Ines Maria [Hrsg.]; Krause, Sabine [Hrsg.]: Dekoloniales Denken in der Lehrer:innenbildung. Neue Perspektiven und Herausforderungen für die Professionalisierung. Bad Heilbrunn : Verlag Julius Klinkhardt 2025, S. 87-103 |
| Dokument | Volltext (706 KB) |
| Lizenz des Dokumentes |
|
| Schlagwörter (Deutsch) | Dekolonisation; Lehrerbildung; Postkolonialismus; Hochschulleitung; Kolonialismus; Apartheid; Lehrerausbildung; Empirische Untersuchung; Interview; Südafrika |
| Teildisziplin | Interkulturelle und International Vergleichende Erziehungswissenschaft Hochschulforschung und Hochschuldidaktik |
| Dokumentart | Aufsatz (Sammelwerk) |
| ISBN | 978-3-7815-6177-9; 978-3-7815-2716-4; 9783781561779; 9783781527164 |
| Sprache | Englisch |
| Erscheinungsjahr | 2025 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | The #Rhodesmustfall and #Feesmustfall protests that took place in South African higher education (HE) between 2015 and 2016 was in part a response to the persistence of knowledge canons and forms that arguably subjugated and delegitimised Southern knowledges and (re) produced colonial, apartheid and Eurocentric understandings of what it means to be literate academically (Mahabeer 2018; Sathorar & Geduld 2018). Yet, strikingly, there is considerable silence about teachers and Initial Teacher Education (ITE) as well as the role of teachers and teacher education in dismantling (neo-)colonial approaches in and through education. Teachers, in particular, are powerfully positioned to realise democracy in and through how they teach and what they teach, and teacher preparation programmes are crucial in this regard. Yet teacher education as the critical nexus between what occurs in schools and higher education has been neglected in public, policy, and research discourses and practices. In the above context, this chapter aims to deconstruct the (neo-) colonial and apartheid legacy in teacher preparation programmes through an in-depth and fine-grained case study of an initial teacher education programme offered by the Cape Peninsula University of Technology, an HEI based in Cape Town, which is also the largest provider of teacher education in the province. In particular, this institution reflects the historical, spatial and knowledge divisions of apartheid campuses. Drawing from in-depth interviews with deans, heads of departments and teacher educators, the authors illuminate how this institution navigates the legacy of apartheid whilst meeting the imperatives of decolonising initial teacher education. They argue that ITE programmes have the ability and should sensitise student teachers about what a decolonial education system can and should look like validating and centring diversity and Southern knowledge systems. In doing so, this chapter contributes to epistemic disruption in teacher education, providing insights into the potential pitfalls of decentring teacher education in the African context. (DIPF/Orig.) |
| Beitrag in: | Dekoloniales Denken in der Lehrer:innenbildung. Neue Perspektiven und Herausforderungen für die Professionalisierung |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Bestellmöglichkeit | Kaufmöglichkeit prüfen in buchhandel.de |
| Eintrag erfolgte am | 09.07.2025 |
| Quellenangabe | Bulgrin, Eva; Singh, Marcina; Sayed, Yusuf: University leadership views and practices about decolonising initial teacher education in higher education spaces in South Africa - In: Breinbauer, Ines Maria [Hrsg.]; Krause, Sabine [Hrsg.]: Dekoloniales Denken in der Lehrer:innenbildung. Neue Perspektiven und Herausforderungen für die Professionalisierung. Bad Heilbrunn : Verlag Julius Klinkhardt 2025, S. 87-103 - URN: urn:nbn:de:0111-pedocs-335806 - DOI: 10.25656/01:33580; 10.35468/6177-05 |
Inhalt auf sozialen Plattformen teilen
Teile diese Seite:
