Emancipatory praxis and criticism of citizenship in education. It involves knowledge, experiences, feelings, and diverse bodies and cultures that break with the hegemonic white-western-male paradigm and ethnocentric views.
Published in Chapter:
Decolonial, Feminist, and Antiracist Pedagogies: Opening Paths Toward Diversity Through Teacher Training
Maria Teresa Bejarano (Universidad de Castilla-La Mancha, Spain), Virtudes Téllez (Universidad Autónoma de Madrid, Spain), and Irene Martínez (Universidad Complutense de Madrid, Spain)
Copyright: © 2021
|Pages: 18
DOI: 10.4018/978-1-7998-7283-2.ch016
Abstract
Faced with a globalization process of people, materials, and knowledge, we find diversity as a source of enrichment, but also as a cause of tension, violence, and inequalities. The main objective is to show how decolonial, feminist, and antiracist pedagogies help build critical educational processes. The current state of this socio-educational issue is explored, and an educational experience during initial teacher training is presented which is based on interculturality with a gender perspective. The need to build decolonial, feminist, and antiracist pedagogies as part of teacher training from an intercultural approach stands out among the main conclusions.