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Educational Research for Social Change

versão On-line ISSN 2221-4070

Resumo

MASEKO, P.B.N.. Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda. Educ. res. soc. change [online]. 2018, vol.7, n.spe, pp.78-90. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2018/v7i0a6.

This paper is a conceptual exploration of a decolonial perspective towards the notion of access with success. Attention is drawn to the significance of students' schooling backgrounds in the perpetuation of inequity that accrues from coloniality. Decoloniality is factored into teacher identity formation and professional development in the interests of the attainment of ontological density with specific reference to the black preservice teacher cohort. The view presented here is that colonial cultural capital in social justice has ramifications for access with success. A counterstrategy in the interests of the decolonial turn is the development of a professional identity where a culture of critical consciousness yields attributes that are indicative of, and consistent with, emergent transformative praxis. The overarching theoretical explorative tool of this discussion is couched within the transformative paradigm. This tool is used to draw attention to a critical decolonial social justice agenda that conceives of the university as a site for the inculcation of organised and multidimensional critical change agency. The attendant view is that preservice teachers' role as change agents is actualised through transformative praxis that is informed by critical consciousness. In this discussion, the decolonial strategy of breaking the cycle that is informed by mentalities of coloniality is poised to play a pivotal role in the attainment of the cohort's epistemic reflectivity and ontological density in the interests of social transformation.

Palavras-chave : access; critical consciousness; decoloniality; preservice teachers; success; transformative praxis.

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