Towards decolonising teacher education: Reimagining the relationship between theory and praxis

Abstract

We live in a dynamic world, characterised by major economic, technological and social change. Decolonising teacher education is embedded in a critical approach that aims to create counterhegemonic intellectual spaces in which new worldviews can unfold, in ways that can lead us toward change of praxis. The idea for this article was born out of discussions that took place during the various workshops of our recent curriculum renewal process and provides an explication of the subsequent outcome of the process; the newly developed, integrated Bachelor of Education (B.Ed) curriculum of the Nelson Mandela University’s Faculty of Education. This curriculum is underpinned by a critical, conceptual framework of teacher development, progressing from ‘bridging,’ through ‘becoming’ and ‘being’ towards ‘belonging’ as a teacher in the teaching profession. Drawing upon key themes which emerged during our curriculum renewal process, we explore possible strategies to intervene and disrupt various forms of oppression that are manifest in the current composition of a colonised higher education in South Africa.

Keywords: curriculum renewal; decolonisation; developmental model; teacher education