Decolonise Teacher Education – in global perspectives

Did the colony end, or does it continue to exist in curricula, diagnostic tests, and the images, the imaginations and the lived realities of the ›teacher‹?Decolonise teacher education traces three colonial entanglements emerging from South Africa, Germany, and India to explore how decolonisation is perceived, internalised, challenged, and reinterpreted in teacher education. The text works across languages, histories and power asymmetries, not to produce a tidy comparison, but to stay with the bumpiness of collaboration across epistemic and geopolitical differences. In the voices of student teachers, the authors find colonial imaginaries stubborn and alive in how they think about childhood, culture, difference and their own roles. Working through Grounded Theory, the book brings out the analytical and epistemological overlaps, and gaps between the three contexts and uses them to think further about what decolonisation asks of teacher education. It holds open the space where friction, ambivalence, and unresolved difference meet and where possibilities for teacher education might emerge. Essential reading for university educators, students, in-service teachers, and policymakers.