Dismantling Eurocratic Practices in Teacher Education: A Preservice Program Focused on Culturally Relevant, Humanizing, and Decolonizing Pedagogies

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Author(s): Kamania Wynter-Hoyte (University of South Carolina, USA), Meir Muller (University of South Carolina, USA), Nathaniel Bryan (Miami University, USA), Gloria Swindler Boutte (University of South Carolina, USA)and Susi Long (University of South Carolina, USA)
Copyright: 2021
Pages: 22
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch036

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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Abstract

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.

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Dismantling Eurocratic Practices in Teacher Education: A Preservice Program Focused on Culturally Relevant, Humanizing, and Decolonizing Pedagogies

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