Overview

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.

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9781529242669

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Reviews

“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

Author Information

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 Dilogo 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 Dilogo

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