Decolonizing Teacher Education in Immersion Contexts: Working with Space, Place and Boundaries
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In this chapter, we discuss how, although a number of higher education institutions in the Global North are attempting to decolonize and Indigenize (e.g., Dei, 2007), many of their practices continue to be colonizing (Tuck & Yang, 2012) unwittingly harming the bodies and minds of the Other (Thiong’o, 1987). Drawing on theory developed through our long-term engagement with pre-service teachers in a course with a critical immersive component, we propose that (a) educators explicitly acknowledge the loci of their enunciation and to use this as a starting point for developing educational relationships ‘otherwise’ and (b) learning with and alongside the Other is a deeply ethical venture requiring a decolonizing pedagogy that can be conceptualized as working within the places, spaces and boundaries of critical interculturalism.
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