Full Description
Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.
Contents
List of Illustrations
Acknowledgments
1. Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents, André Elias Mazawi and Michelle Stack
Part I Geopolitics of Knowledge
2. The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada, Lynette Shultz, Maren Elfert, and Carrie Karsgaard
3. Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia, Matthew A.M. Thomas, Janet Serenje-Chipindi, and Ferdinand Mwaka Chipindi
4. Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran, Golnar Mehran and Fariba Adli
Part II Building "the House of Life"
5. Embodying Raven's Knowledge in Indigenous Teacher Education, Jo-ann Archibald Q'um Q'um Xiiem
6. Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians, André Elias Mazawi
7. Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi, Hartej Gill and Meena Uppal
8. Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education, Bathseba Opini and Erica Neeganagwedgin
Part III Intersectionalities in Context
9. Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University, Esraa Al-Muftah and Hadeel AlKhateeb
10. Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning, Nidhi S. Sabharwal
11. Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design, Heidi Janz and Michelle Stack
Part IV Challenging Relations
12. An Existential Dimension of the Syllabus in the Life of a Teacher, Samuel D. Rocha
13. The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia, Amani Hamdan
14. Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates, Stephanie Glick
15. Instructional Design and Pedagogy: Reconceptualizing Practices, Erica Neeganagwedgin and Bathseba Opini
16. Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation, Michelle Stack and André Elias Mazawi
Notes on Contributors
Index
