Postcolonial Teacher Professional Development: "decolonial turn" in designing teacher education for its own decoloniality
DOI:
https://doi.org/10.5944/reec.44.2024.38158Keywords:
Teaching profession; teacher education; postcolonialism; decoloniality; globalization; local knowledge.Abstract
Postcolonialism recognizes the existence of a logic of coloniality in Latin American society. This paper proposes the need for a decoloniality of the Latin American educational system based on the decoloniality of the school teacher. A qualitative research study identified that the Latin American teacher is suitable to assume a central and guiding role in the process of delinking from coloniality in the school classroom for the decoloniality of the educational system, since he/she gathers in different intensities according to the space where he/she is located, the theoretical characteristics to guide the process of delinking from coloniality. It is argued that for urban and rural teachers to be able to assume this central role of guiding the process of decoloniality of the educational system, it is necessary that the professional development of the teacher focuses on the tasks needed for the production and distribution of knowledge, and on his or her own decoloniality. A postcolonial professional development design with a "decolonial turn" is presented to understand and integrate into teacher professional development the rural teacher's mode of professional development. It was identified that teachers transform each other when they meet and participate together in dialogic learning, and it was identified that by bringing together Latin American teachers from different countries, types of schools and different spaces, it breaks with the prevailing power relations with coloniality in each country, allows for an egalitarian dialogue and an experiential experience of relations without coloniality. The use of Latin America as a method requires taking advantage of globalization to bring teachers together in regional learning communities to generate a dialogue among equals and allow teachers to experience relations without coloniality for their decoloniality, as well as to generate the regional support that the process of decoloniality of the educational system requires.
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