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Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Maseko, Neo P.B.

Educational Research for Social Change, 2018-06, Vol.7 (spe), p.78-90 [Periódico revisado por pares]

Port Elizabeth: Nelson Mandela Metropolitan University, Faculty of Education

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Título:
Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda
Autor: Maseko, Neo P.B.
Assuntos: Access ; Apartheid ; Attention ; Change agents ; Colonialism ; Computer Assisted Instruction ; Consciousness ; Cultural capital ; Cultural change ; Cultural Differences ; Cultural studies ; Decolonization ; Density ; Education & Educational Research ; Educational Environment ; Educational Practices ; Epistemology ; Equal Education ; Foreign Policy ; Higher education ; Humanities, Multidisciplinary ; Identity formation ; Inequality ; Knowledge ; Learning ; Neocolonialism ; Ontology ; Pedagogy ; Perpetuation ; Praxis ; Preservice Teachers ; Preservice training ; Professional development ; Professional identity ; Professional training ; Qualitative research ; Racial Segregation ; School Districts ; Self Actualization ; Social capital ; Social change ; Social justice ; Success ; Teacher Role ; Teachers ; Transformation
É parte de: Educational Research for Social Change, 2018-06, Vol.7 (spe), p.78-90
Descrição: This paper is a conceptual exploration of a decolonial perspective towards the notion of access with success. Attention is drawn to the significance of students' schooling backgrounds in the perpetuation of inequity that accrues from coloniality. Decoloniality is factored into teacher identity formation and professional development in the interests of the attainment of ontological density with specific reference to the black preservice teacher cohort. The view presented here is that colonial cultural capital in social justice has ramifications for access with success. A counterstrategy in the interests of the decolonial turn is the development of a professional identity where a culture of critical consciousness yields attributes that are indicative of, and consistent with, emergent transformative praxis. The overarching theoretical explorative tool of this discussion is couched within the transformative paradigm. This tool is used to draw attention to a critical decolonial social justice agenda that conceives of the university as a site for the inculcation of organised and multidimensional critical change agency. The attendant view is that preservice teachers' role as change agents is actualised through transformative praxis that is informed by critical consciousness. In this discussion, the decolonial strategy of breaking the cycle that is informed by mentalities of coloniality is poised to play a pivotal role in the attainment of the cohort's epistemic reflectivity and ontological density in the interests of social transformation.
Editor: Port Elizabeth: Nelson Mandela Metropolitan University, Faculty of Education
Idioma: Inglês;Português

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Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Maseko, Neo P.B.

Port Elizabeth: Nelson Mandela Metropolitan University, Faculty of Education

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