Teacher Professionalism in the Global South
A Decolonial Perspective
By Leon Tikly, Rafael Mitchell, Angeline Barrett , Poonam Batra, Alexandra Bernal, Leanne Cameron, Alf Coles, Zawadi Juma, Nidia Aviles Nunez, Julia Paulson, Nigusse Weldemariam Reda, Jennifer Rowsell, Michael Tusiime and Beatriz Vejarano
Published
May 21, 2024Page count
128 pagesBrowse the series
Bristol Studies in Comparative and International EducationISBN
978-1529242669Dimensions
203 x 127 mmImprint
Bristol University PressPublished
May 21, 2024Page count
128 pagesBrowse the series
Bristol Studies in Comparative and International EducationISBN
978-1529242676Dimensions
203 x 127 mmImprint
Bristol University PressPublished
May 21, 2024Page count
128 pagesBrowse the series
Bristol Studies in Comparative and International EducationISBN
978-1529242676Dimensions
203 x 127 mmImprint
Bristol University Press
Teacher Professionalism in the Global South
This book provides a decolonial critique of dominant global agendas concerning teacher professionalism and proposes a new understanding based on UNESCO-funded research with teachers based in Colombia, Ethiopia (Tigray), India, Rwanda and Tanzania.
Outlining from a teacher’s perspective how teacher professionalism may be conceptualized, this book critiques dominant global narratives and conceptions based on deficit discourses. The authors argue that a decolonial lens can help to contextualize the perspectives, experiences and material conditions of teachers in the global South, and the value of such a framework for informing global debates and decision-making in education.
“This excellent book offers a refreshing and well-informed decolonial perspective. Grounded in teachers’ own views and situated in their lived realities, it challenges dominant assumptions and foregrounds social justice.” Michele Schweisfurth, University of Glasgow
Leon Tikly, University of Bristol
Rafael Mitchell, University of Bristol
Angeline M. Barrett, University of Bristol
Poonam Batra, Delhi University
Alexandra Bernal Pardo, Rodeemos el Diálogo
Leanne Cameron, Education Development Trust
Alf Coles, University of Bristol
Zawadi Richard Juma, St. John’s University of Tanzania
Nidia Aviles Nunez, University of the West of Scotland
Julia Paulson, University of Saskatchewan
Nigusse Weldemariam Reda, Mekelle University
Jennifer Rowsell, University of Sheffield
Michael Tusiime, University of Rwanda
Beatriz Vejarano Villaveces, Rodeemos el Diálogo
1. Introduction: The Case for Decolonising Teacher Professionalism
2. Study Design
3. Teacher Professionalism: A Global Literature Review
4. Teacher Professionalism and the Coloniality of Power
5. Teacher Professionalism and the Coloniality of Knowledge
6. Teacher Professionalism and the Coloniality of Being
7. Towards a Practitioner-Led Understanding of Teacher Professionalism
8. Conflict in Tigray: Teachers’ Experiences and the Implications for Post-Conflict Reconstruction by Nigusse Weldemariam Reda & Rafael Mitchell
