NDLI: How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras

Please wait, while we are loading the content...

How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras

Content Provider	Springer Nature Link
Author	Sharma, Suniti Rahatzad, Jubin Phillion, JoAnn
Copyright Year	2013
Abstract	Critical multicultural education and its promise of cultural inclusion face a crisis induced by powerful neoliberal forces that view education as an economic enterprise rather than open dialogue and inclusive pedagogies. With this in mind, this article uses interpretive phenomenology to examine how US American preservice teachers engage in the process of decolonization to challenge neoliberal influences in education and develop multicultural awareness during an international cross-cultural field experience in Honduras. Participants in this study comprise seventy-six preservice teachers from a Mid-Western university who went on a study abroad program to Honduras. Data for the study were collected through interviews, discussions, class assignments, reflective journals and researchers’ field notes and observations. Multiple levels of data analysis reveal that international cross-cultural field experiences promote a deeper understanding of colonial social relations and questioning of powerful neoliberal networks that perpetuate the status quo to disadvantage diverse and minority students. Findings also indicate that through reflexive and critical dialogue preservice teachers negotiate difference, engage with the self and other, and question their own knowledge and practices in sustaining colonial relations of privilege and domination with implications for classroom practice. This study suggests that ongoing multicultural awareness at every stage of teacher preparation, beginning at the preservice level, has the power to effect change in future classroom practice so that all students, including diverse minority populations experience educational equity and equal opportunities for academic success.
Starting Page	363
Ending Page	377
Page Count	15
File Format	PDF
ISSN	08264805
Journal	Interchange
Volume Number	43
Issue Number	4
e-ISSN	15731790
Language	English
Publisher	Springer Netherlands
Publisher Date	2013-03-05
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Preservice teachers Neoliberal influences Decolonization Multicultural awareness International field experience Study abroad Educational Policy and Politics Educational Philosophy
Content Type	Text
Resource Type	Article
Subject	Arts and Humanities Education Law

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

Reimagining the Curriculum: Future Teachers and Study Abroad

Neoliberal Issues in Public Education

"Student Teaching Abroad Will Help You Get a Job": Exploring Administrator Perceptions of International Experiences for Preservice Teachers

Crossing the Bridge to Swaziland: Results of a Transformative Field Experience

Key Issues in an International Clinical Experience for Graduate Students in Education: Implications for Policy and Practice

Which Path to Educational Equity? How External Policy Influences Internal School Goals

How to Facilitate Teachers’ Understanding of Hypotheses and Predictions?

International Field Experience--What Do Student Teachers Learn?

How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras

Similar Documents

Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

Reimagining the Curriculum: Future Teachers and Study Abroad

Neoliberal Issues in Public Education

"Student Teaching Abroad Will Help You Get a Job": Exploring Administrator Perceptions of International Experiences for Preservice Teachers

Crossing the Bridge to Swaziland: Results of a Transformative Field Experience

Key Issues in an International Clinical Experience for Graduate Students in Education: Implications for Policy and Practice

Which Path to Educational Equity? How External Policy Influences Internal School Goals

How to Facilitate Teachers’ Understanding of Hypotheses and Predictions?

International Field Experience--What Do Student Teachers Learn?

How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras