This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers.

About the Author

Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth.

Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada.

Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning.

Reviews
"This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. ... This book will be of interest to teacher educators and to teachers, researchers and students interested in critical pedagogy and culturally responsive pedagogy." (Darren Chetty, Educational Review, Vol. 70 (04), 2018)

"The book is well worth reading - and not only by teacher educators and pre-and in-service teachers; it is a welcome addition to the literature that addresses decoloniality at all levels of education. ... the book will be of significant interest to those who are engaging with decolonistation of the curriculum - in any context - and is recommended highly." (Sheila Trahar, Compare A Journal of Comparative and International, September, 2017)

Book Information
ISBN 9783319834924
Author Fatima Pirbhai-Illich
Format Paperback
Page Count 261
Imprint Springer International Publishing AG
Publisher Springer International Publishing AG