Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue

Citation

Gandolfi H, Glowach T, Walker L, Walker S & Rushton E (2024) Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue. Curriculum Journal. https://doi.org/10.1002/curj.246

Abstract
First paragraph: This forum piece presents reflections from professional practice, focused on decolonial and anti-racist perspectives in teacher education and curriculum. Following the publication of the Curriculum Journal Special Issue on this area, a series of prompts and questions were developed by Haira Gandolfi and Elizabeth Rushton. These were shared (as a supportive rather than restrictive framework) with Terra Glowach, Lee Walker and Sharon Walker. Alongside Haira, each provided responses to the prompts. Responses from each individual contributor were first woven together by Elizabeth and then further elaborated by the whole authorial team through a collaborative dialogic process—that is, reading the first draft of woven responses and then expanding, commenting and challenging their own and each other's initial contributions—to produce the final version of this reflective dialogue, as presented across this piece.

Keywords
Education

Notes
Output Status: Forthcoming/Available Online

Journal
Curriculum Journal