Developing critical decolonial awareness and reflection in language teachers at post-primary level: empowering student language teachers as agents of change

Abstract

The aim of this article is to offer an approach that can be used to develop Decolonial Critical Awareness (CDA) and Decolonial Critical Reflection (CDR) in student language teachers at post-Primary level as part of their Initial Teacher Education (ITE). The article contextualises the rationale for such provision in ITE programmes in the wider debates related to the decolonisation of curricula, especially language curricula, in Higher Education. It also offers a view of language education policy in the Irish context when viewed through a decolonising lens arguing that CDA and CDR help develop skills, knowledge and values in student teachers to develop their identities as agents of change. The views of the student teachers who engaged with the approach show that while effective in fostering decolonial awareness, wider systemic barriers prevent them from feeling like they can instigate real change. The article concludes by emphasising the importance of this newly emerging area of research at post-Primary level and the need for further similar contributions in the Irish context.