Critical reflexivity: Theoretical considerations on subjection and postcoloniality for teacher education

Oxana Ivanova-Chessex, Anja Steinbach & Jan Wolter
Power relations and societal inequalities are rare subjects in teacher education when focused on differences. This contribution explores a specific idea of critical reflexivity drawing on two theoretical approaches: subjection theory and postcolonial theory. In doing so, the paper examines the extent to which these approaches and the associated perspectives on teacher education can contribute to a professionalization of teachers in and for migration society without reducing professionalism to the competent handling of ‘the others’.
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