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

Gandolfi, Haira; Glowach, Terra; Walker, Lee; Walker, Sharon; Rushton, Elizabeth

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Authors

Haira Gandolfi

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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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.


Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue (44 Kb)
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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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