Postcolonial Theory and the Practice of Teacher Education

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Advances in Early Education And Day Care

ISSN: 0270-4021
Series editor(s): John A. Sutterby

Subject Area: Education

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Document Information:
Title:	Postcolonial Theory and the Practice of Teacher Education
Author(s):	Radhika Viruru
Volume:	14 Editor(s): Sharon Ryan, Susan Grieshaber ISBN: 978-0-76231-238-2 eISBN: 978-1-84950-364-8
Citation:	Radhika Viruru (2005), Postcolonial Theory and the Practice of Teacher Education, in Sharon Ryan, Susan Grieshaber (ed.) Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education And Day Care, Volume 14), Emerald Group Publishing Limited, pp.139-160
DOI:	10.1016/S0270-4021(05)14007-5 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	What does a body of work that arose originally from looking at literary works written in formerly colonized societies have to do with the education of those who would teach children? In this chapter I argue that there are several similarities between the concerns that many postcolonial scholars have raised and those of critical teacher educators. After defining postcolonial theory, I explore why this set of ideas is an important theoretical lens for those who prepare teachers of young children. I then explore some of the themes raised by a postcolonial critique of teacher preparation, relating each to my own practices as a teacher educator. In doing so I aim to show how postcolonial scholarship can serve as a vital resource for those engaged in educating educators.