ABSTRACT

This paper is based on personal narratives of three transnational women academics of colour, within education faculties in Australian universities. As postcolonial subjects we focus, on providing spaces for future educators, to find multiple ways of knowing, being, and relating. Reflecting upon our pedagogic practices, we analyse the empowerment afforded by our individual positionings in facilitating a deeper understanding of social justice and inclusion in our classrooms. Using collaborative autoethnography, we outline our endeavours to raise critical queries through Freire’s notion ofconscientizacao. We unpack our own pedagogic frailties while enacting ‘pedagogy of discomfort’, as we subvert the proliferation of educational hegemonies considering it may lead to erasures of certain epistemologies. This paper conclusively highlights our efforts to ensure the creation of conscientizacao, in ourselves and our students, while concomitantly abnegating ‘pedagogy of rupture’ and being mindful of our individual positionings and our students’ varied contexts.

摘要

本文基于三位跨国有色人种女性学者在澳大利亚大学教育学院的个人叙述。作为后殖民主题，我们专注于为未来的教育工作者提供空间，以找到多种认识、存在和联系的方式。反思我们的教学实践，我们分析了我们的个人定位所赋予的权力，以促进对社会正义和课堂包容性的更深入理解。使用协作性民族志，我们概述了我们通过弗莱雷的conscientizacao概念提出批判性质疑的努力. 当我们颠覆教育霸权的扩散时，考虑到它可能导致某些认识论的消失，我们在制定“不适的教育学”时解决了我们自己的教学法弱点。本文最终强调了我们为确保在我们自己和我们的学生中创造 conscientizacao而做出的努力，同时放弃“断裂教学法”并注意我们的个人定位和学生的不同背景。