Resumen

SIMMONDS, Shan  y  AJANI, Oluwatoyin Ayodele. Restorative learning for fostering a decolonised curriculum attuned to sustainable teacher education. Journal of Education [online]. 2022, n.88, pp.144-160. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i88a09.

Social sustainability is paramount for peaceful and inclusive societies. It embraces all cultures and civilizations while promoting that these contribute to, and are crucial enablers of, sustainable development. One aspect hereof is knowledge-what is taught and who decides. South African students remain frustrated with the Eurocentric and Western dominated university curriculum. This was made evident in the iconic 2015 student protest movement that, along with current and preceding protests laid bare the stark inequalities that persist in higher education and students outcries for socially relevant education that acknowledges the global South. In this article, we draw on data that emanated from qualitative interviews conducted with ten North-West University postgraduate teacher education students to unlock their concerns and aspirations for a decolonised curriculum in higher education. Students expressed their concerns with the political nature of the systems of power in higher education that are exclusionary, the need for the curriculum to be contextualized, and the tendency for decolonisation to be perceived as a threat. Students voiced their aspirations for a decolonised curriculum by specifying the importance of decolonisation as a process through teaching approaches like storytelling. We propose restorative learning as one avenue in response to students' outcries for the need to be critical of abyssal thinking and to challenge the root of hegemonic knowledge systems in such a way that decolonising the curriculum can be attuned to sustainability aspirations related to justice and social equity.

Palabras clave : decolonisation; curriculum; sustainable teacher education; restorative learning.

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