Accountability as praxis: a dialectical conversation on decolonising teaching methods

References

• Abma, T. A., Cook, T., Rämgård, M., Kleba, E., Harris, J., & Wallerstein, N. (2017). Social impact of participatory health research: Collaborative non-linear processes of knowledge mobilization. Educational Action Research, 25(4), 489–505. https://doi.org/10.1080/09650792.2017.1329092
   PubMed Web of Science ®Google Scholar
• Alim, H. S., & Paris, D. (2017). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Teachers College Press.
   Google Scholar
• Banks, J. A. (2013). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (8th ed., pp. 3–32). Wiley.
   Google Scholar
• Bell, L. A. (2007). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (2nd ed., pp. 1–14). Routledge.
   Google Scholar
• Berger, P., & Luckmann, T. (2016). The social construction of reality. In W. Longhofer & D. Winchester (Eds.), Social theory re-wired (pp. 110–122). Routledge.
   Google Scholar
• Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education, 46, 62–71. https://doi.org/10.1016/j.tate.2014.10.007
   Web of Science ®Google Scholar
• Brown, A. M., & Citton, Y. (2022). We will not cancel us. Multitudes, 88(3), 85–86. https://doi.org/10.3917/mult.088.0085
   Google Scholar
• Canto-Farachala, P., & Larrea, M. (2022). Rethinking the communication of action research: Can we make it dialogic? Action Research, 20(2), 199–218. https://doi.org/10.1177/1476750320905896
   Web of Science ®Google Scholar
• Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In M. Fullan, A. Hargreaves, D. Hopkins, & A. Lieberman (Eds.), The international handbook of educational change (2nd ed., pp. 445–467). Springer Publishing.
   Google Scholar
• Coghlan, D., & Brannick, T. (2010). Doing action research in your own organization (3rd ed.). Sage Publications Ltd.
   Google Scholar
• Cole, M. (2021). Understanding critical whiteness studies: Harmful or helpful in the struggle for racial equity in the academy? In D. S. P. Thomas & J. Arday (Eds.), Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy (pp. 277–298). Palgrave Macmillan.
   Google Scholar
• Cornish, L., & Dunn, A. (2009). Creating knowledge for action: The case for participatory communication in research. Development in Practice, 19(4–5), 665–677. https://doi.org/10.1080/09614520902866330
   Google Scholar
• Costamagna, P., & Larrea, M. (2018). Facilitative actors of territorial development. Publicaciones Deusto.
   Google Scholar
• Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy & Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
   Web of Science ®Google Scholar
• Fernández, A. E. (2019). Decolonizing professional development: A re-humanizing approach. Equity & Excellence in Education, 52(2–3), 185–196. https://doi.org/10.1080/10665684.2019.1649610
   Web of Science ®Google Scholar
• Freire, P. (2000). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
   Google Scholar
• Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70. https://doi.org/10.1111/curi.12002
   Web of Science ®Google Scholar
• Gay, G. (2018). Culturally responsive teaching. Theory, research, and practice (3rd ed.). Teachers College Press.
   Google Scholar
• Gay, G. (2023). Educating for equity and excellence: Enacting culturally responsive teaching. Teachers College Press.
   Google Scholar
• González, N., Moll, L., Tenery, M. F., Rivera, A., Rendón, P., Gonzales, R., & Amanti, C. (2005). Funds of knowledge for teaching in Latino households. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 89–111). Lawrence Erlbaum Associates.
   Google Scholar
• Gorski, P., & Pothini, S. G. (2014). Case studies on diversity and social justice education. Routledge, an imprint of Taylor & Francis Group.
   Google Scholar
• Grande, S. (2015). Red pedagogy: Native American social and political thought. Rowman & Littlefield.
   Google Scholar
• Grande, S., García, J., & Shirley, V. (2021). Grounding indigenous teacher education through red praxis. Oxford University Press.
   Google Scholar
• Greenwood, D. J., & Levin, M. (2007). Introduction to action research: Social research for social change. Sage Publications Inc.
   Google Scholar
• Greeson, K., Sassaman, S., Williams, K., & Yost, A. (2022). Unsettling colonial structures in education through community-centered praxis. Journal of Critical Scholarship on Higher Education and Student Affairs, 6(3), 4.
   Google Scholar
• Guzmán, M. (2022). I never thought of it that way: How to have fearlessly curious conversations in dangerously divided times. BenBella Books, Inc.
   Google Scholar
• Hammond, S. C., Anderson, R., & Cissna, K. N. (2003). The problematics of dialogue and power. Annals of the International Communication Association, 27(1), 125–157. https://doi.org/10.1080/23808985.2003.11679024
   Google Scholar
• Hemphill, D., & Blakely, E. (2015). Narratives of progress and the colonial origins of schooling. Counterpoints, 456, 1–28. https://doi.org/10.2307/45178135
   Google Scholar
• hooks, b. (2018). All about love: New visions. HarperCollins.
   Google Scholar
• Jaffe-Walter, R., & Lee, S. J. (2018). Engaging the transnational lives of immigrant youth in public schooling: Toward a culturally sustaining pedagogy for newcomer immigrant youth. American Journal of Education, 124(3), 257–283. https://doi.org/10.1086/697070
   Web of Science ®Google Scholar
• Karlsen, J., & Larrea, M. (2016). Territorial development and action research: Innovation through dialogue. Routledge.
   Google Scholar
• Moll, L. C., Cathy, A., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
   Google Scholar
• Paris, D. (2021). Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
   Web of Science ®Google Scholar
• Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets. Francis & Taylor.
   Google Scholar
• Puzio, K., Newcomer, S., Pratt, K., McNeely, K., Jacobs, M., & Hooker, S. (2017). Creative failures in culturally sustaining pedagogy. Language Arts, 94(4), 223–233. https://doi.org/10.58680/la201728949
   Google Scholar
• San Pedro, T., Murray, K., Gonzales-Miller, S. C., Reed, W., Bah, B., Gerrard, C., & Whalen, A. (2020). Learning-in-relation: Implementing and analyzing assets based pedagogies in a higher education classroom. Equity & Excellence in Education, 53(1–2), 177–195. https://doi.org/10.1080/10665684.2020.1749188
   Web of Science ®Google Scholar
• Sensoy, O., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.
   Google Scholar
• Shear, S. B., & Krutka, D. G. (2019). Confronting settler colonialism: Theoretical and methodological questions about social studies research. Theory & Research in Social Education, 47(1), 29–51. https://doi.org/10.1080/00933104.2018.1541428
   Web of Science ®Google Scholar
• Tanase, M. (2020). Is good teaching culturally responsive? Journal of Pedagogical Research, 4(3), 187–202. https://doi.org/10.33902/JPR.2020063333
   Google Scholar
• Valenzuela, A. (2019). The struggle to decolonize official knowledge in Texas’ state curriculum: Side-stepping the colonial matrix of power. Equity & Excellence in Education, 52(2–3), 197–215. https://doi.org/10.1080/10665684.2019.1649609
   Web of Science ®Google Scholar
• Villanueva, S. T. (2013). Teaching as a healing craft: Decolonizing the classroom and creating spaces of hopeful resistance through chicano-indigenous pedagogical praxis. The Urban Review, 45(1), 23–40. https://doi.org/10.1007/s11256-012-0222-5
   Google Scholar
• Vygotsky, L. S. (2021). Lectures on the psychology of development. Культурно-Историческая Психология, 17(2), 5–22. https://doi.org/10.17759/chp.2021170201
   Google Scholar
• Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity, Education & Society, 3(3), I–XV. https://jps.library.utoronto.ca/index.php/des/article/view/22248/18062
   Google Scholar