Decolonising Teacher Education

Parlo Singh is a Professor of Education (Sociology) in the School of Education and Professional Studies at Griffith University and a member of the Griffith Institute for Educational Research, Brisbane, Queensland, Australia. Her research work, over the past thirty years, has focused on issues of educational equity and social justice. Parlo's specialisation is in the area of primary school pedagogies, curriculum and evaluation, specifically working with public schools situated in high poverty communities. She has held numerous leadership positions in the university sector, including Research Centre Director, Head of School, and Dean of Graduate Research Studies. She is the recipient of numerous excellence in teaching awards, specifically in the field of higher degree research education and training.Deborah Heck is Dean of School of Education and Tertiary Access at the University of Sunshine Coast, Australia. As a leader, Deborah is noted for her strong commitment to social justice and equity, and her steadfast interest in creating pathways to higher education that span from enabling programs to PhD work. Her academic research focuses on education theory, curriculum, policy reform, evaluation and method across multiple theories of discourse. Her work contributes to understanding professional practices, academic innovations, teacher identity, higher education assessment methods, dialogic teaching, cogenerative inquiry and theoretical themes relevant to decolonisation.Stephen Heimans writes and teaches about education policy/ leadership enactment, education research methodology and schooling in underserved communities. He is interested in the post-critical possibilities of Jacques Rancière's thinking and the philosophy of science of Isabelle Stengers- especially experimental constructivism. Stephen contributes to the International Teacher Education Research Collective (ITERC), a recently established group collaboratingaround research on teacher education in several countries. The Collective is currently exploring three interrelated research themes: how professionalism is 'claimed'; the ethics and politics of teachers' knowledge; and the knowledge base of teacher education.Angelina Ambrosetti is an Associate Professor in the School of Education and the Arts at Central Queensland University, Australia. Angelina is Head of Course for the Bachelor of Education (Primary) and is coordinator for several of the in-school practical experience units. Angelina is also a researcher. Her main research interests focus on mentoring, professional experience, learning to teach and regional education. She has published extensively both nationally and internationally.

• Foreword.-Chapter 1: Southern theory and teacher education scoping the field, Book editorial team.- Chapter 2: Shaping theorising practices in teacher education research: Decolonising Southern theory. Michael Singh, University of Western Sydney, Australia.- Chapter 3: Southern theory and the idea of social justice in education: teacher education as a field of their convergence, Anilkumar Krishnannair and S Krishnannair, University of Zululand, South Africa.- Chapter 4: He waka eke noa: Indigenising initial and teacher education in Aotearoa New Zealand, Genaro Oliveira, Massey University, New Zealand.- Chapter 5: Southern theory contributions to initial teacher education in an Australian program: a developing pedagogical political project, Michelle Ocriciano, University of Queensland, Australia.- Chapter 6: Having the ability to build relationships across the board..with whānau with children” ‘Readiness’ to teach in relation to Te Tiriti O Waitangi Claire Coleman University of Waikato, New Zealand.- Chapter 7: A decolonial turn: Exploring liminality in initial teacher education curricula in South Africa, University, Dipane Hlalele, KwaZulu-Natal, South Africa.- Chapter 8 : Ontological disobedience in the face of (im)mobility:  Possible transitions for world language teacher continuing education Danielle H. Heinrichs, University of Queensland, Australia.- Chapter 9: Where angels fear to tread: Teachers working towards decolonising the curriculum in the South Ronicka Mudaly  and Sebastian Sanjigadu, University of KwaZulu-Natal, South Africa.- Chapter 10: Re-Worlding the West in Schooling: An Australian Case of Global Citizenship Education, Dutta Nandini, Nicola Stewart, Parlo Singh Griffith University, Australia.- Chapter 11: Beyond southern theory, Book editorial team.