Decolonial and anti-racist pedagogies and curricular in teacher education: The importance of partnerships between practice and scholarship

Citation

Gandolfi H & Rushton E (2023) Decolonial and anti-racist pedagogies and curricular in teacher education: The importance of partnerships between practice and scholarship. BERA Blog [Blog post] 23.03.2023. https://www.bera.ac.uk/blog/decolonial-and-anti-racist-pedagogies-and-curricular-in-teacher-education-the-importance-of-partnerships-between-practice-and-scholarship

Abstract
First paragraph: BERA’s recent work in supporting research focused on race and education, including the 2021 Small Grants Fund (BERA, 2022), is part of wider initiatives in school and higher education sectors to engage with decolonial and anti-racist pedagogies and curricula, critically exploring the stories and voices that are made visible and invisible in educational practices (Gandolfi, 2021; Moncrieffe et al., 2020). While the field of decolonial studies has gained prominence in mainstream Global North academia, it has been part of Indigenous and Global South scholarship for decades. Similarly, anti-racist scholarship and practices, including critical race theory (Delgado & Stefancic, 2017) and critical whiteness studies (Leonardo, 2009), have also been an important component of social sciences and educational research in countries like the USA and South Africa for decades.