Haira Gandolfi
Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue
Gandolfi, Haira; Glowach, Terra; Walker, Lee; Walker, Sharon; Rushton, Elizabeth
Authors
Senior Lecturer / PGCE English Terra Glowach Terra.Glowach@uwe.ac.uk
Senior Lecturer in Initial Teacher Education - English
Lee Walker
Sharon Walker
Elizabeth Rushton
Abstract
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.
Journal Article Type | Article |
---|---|
Acceptance Date | Dec 18, 2023 |
Online Publication Date | Jan 9, 2024 |
Publication Date | Jun 30, 2024 |
Deposit Date | Jan 19, 2024 |
Publicly Available Date | Jul 10, 2025 |
Journal | The Curriculum Journal |
Print ISSN | 0958-5176 |
Electronic ISSN | 1469-3704 |
Publisher | Wiley |
Peer Reviewed | Peer Reviewed |
Volume | 35 |
Issue | 2 |
Pages | 310-319 |
DOI | https://doi.org/10.1002/curj.246 |
Keywords | Education |
Public URL | https://uwe-repository.worktribe.com/output/11602491 |
Additional Information | Received: 2023-12-15; Accepted: 2023-12-18; Published: 2024-01-09 |
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Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue
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This is the peer reviewed version of the following article: Gandolfi, H., Glowach, T., Walker, L., Walker, S., & Rushton, E. (2024). Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue. The Curriculum Journal, 35(2), 310-319. https://doi.org/10.1002/curj.246, which has been published in final form at https://doi.org/10.1002/curj.246. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue
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Licence
http://www.rioxx.net/licenses/all-rights-reserved
Copyright Statement
This is the peer reviewed version of the following article: Gandolfi, H., Glowach, T., Walker, L., Walker, S., & Rushton, E. (2024). Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue. The Curriculum Journal, 35(2), 310-319. https://doi.org/10.1002/curj.246, which has been published in final form at https://doi.org/10.1002/curj.246. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
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