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Decolonizing teacher education: Explorations of expansive learning and culturally sustaining pedagogy in a social design experiment.

机译：非师范教育的非殖民化：在社会设计实验中探索扩展学习和在文化上维持教学法的探索。

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摘要

This dissertation is an exploration of two pressing challenges in education: first, the preparation of novice educators who are well positioned to support consequential learning with historically marginalized youth and in underserved schools and communities, and second, the related need for historically marginalized youth to have access to compelling, culturally nurturing learning opportunities. Aquetza, a social design experiment, is a grassroots summer enrichment program for historically marginalized youth and novice educators from across the state of Colorado, designed to attend to these interrelated challenges of youth and teacher learning. Drawing on Vygotskian and Freirean perspectives on learning and pedagogy, as well as decolonial and poststructural theory, the program provided a series of pedagogical interventions to help both youth and teachers engage in expansive learning, shifting their participation and identities in relation to school and community environments.;This research focuses specifically on teacher education and the developmental trajectories of novice educators who, as co-participants in the design, generated new pedagogical practices and identities for enacting culturally sustaining, decolonial praxis. In three distinct, yet interrelated manuscripts, I turn my attention to (a) exploring the theories necessary to support robust, decolonial pedagogical practice, (b) examining the ways in which practice-based approaches might serve to cultivate decolonial dispositions in novice educators, and (c) exploring case studies of the learning for individual participants working to become decolonial, culturally sustaining teachers.;Taken together, these manuscripts and design reflections argue for a radical reorientation of our energies in teacher education. I suggest that in order to better serve historically marginalized communities and youth, our novice educators need richly conceived spaces in which to consider the complex, affective dimensions of the schools in which they may teach. Further, their trajectories of learning must include destabilizing travesias , crossings, which productively disrupt the ways in which they see and live teaching and schooling. This study agues for a re-centering of our efforts onto the cultivation of culturally nurturing educators who can engage in the often ignored, but vital task of navigating the affective geographies of underserved classrooms, leveraging youth assets and pedagogical imagination towards consequential learning for all involved.
机译：本文是对教育中两个紧迫挑战的探索：首先，准备好新手教育者，使其能够支持处于历史边缘的年轻人以及服务水平低下的学校和社区中的结果学习；其次，相关的需要使处于历史边缘的年轻人拥有获得引人入胜，具有文化氛围的学习机会。 Aquetza是一项社会设计实验，是针对整个科罗拉多州历史悠久的边缘化青年和新手教育者的基层暑期培训计划，旨在应对青年和教师学习的这些相互关联的挑战。该计划借鉴了Vygotskian和Freirean关于学习和教学法的观点，以及殖民主义和后结构理论，提供了一系列教学干预措施，以帮助青年和教师参与广泛的学习，改变他们的参与和与学校和社区环境有关的身份..这项研究专门针对教师教育和新手教育者的发展轨迹，他们作为设计的共同参与者，产生了新的教学实践和身份，以制定文化上可持续的，殖民主义的实践。在三篇截然不同但相互关联的手稿中，我将注意力转向（a）探索支持健全的殖民主义教学实践所必需的理论，（b）研究以实践为基础的方法可能在新手教育者中培养殖民主义倾向的方式， （c）为从事成为殖民主义的，具有文化底蕴的教师而努力的个体参与者学习学习的案例研究。；这些手稿和设计反映在一起，证明了我们在师范教育中的能量得到了根本性的重新定位。我建议，为了更好地服务于历史上处于边缘地位的社区和青年，我们的新手教育者需要丰富的构思空间，在其中考虑他们可能在其中学习的学校的复杂，情感层面。此外，他们的学习轨迹必须包括不稳定的travesias，人行横道，这极大地破坏了他们看待和生活教学与学习的方式。这项研究旨在将我们的努力重新集中到培养具有文化养育意义的教育工作者身上，他们可以参与那些经常被忽视但至关重要的任务，即导航服务不足的教室的情感地域，利用青年的资产和教学上的想象力，为所有相关人员进行结果学习。

著录项

  • 作者

    Dominguez, Michael C.;

  • 作者单位

    University of Colorado at Boulder.;

  • 授予单位 University of Colorado at Boulder.;
  • 学科 Teacher education.;Pedagogy.;Curriculum development.;Multicultural Education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 342 p.
  • 总页数 342
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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