Collaborations between higher education institutions around the world link old colonial countries of the North with younger independent states of the South in ways which can be of benefit to both in terms of developing professional thinking and practice. Such relationships may exploit old colonial histories, reinforce epistemological, cultural and academic models and reproduce neo-colonial, socio-economic conditions or produce new hybrid professional understandings.
This paper presents one North/South higher education (HE) collaboration in postgraduate teacher education as a case study in order to explore questions about re-productive colonial tendencies and such relationships’ potential for creative empowerment on both sides. Our intention is to raise questions about South - North working in HE teacher education in order to explore what could be viewed as new forms of colonialism, the tensions in such a ‘partnership’, what might be possible to develop within such a relationship and what we are learning and thinking from engagement with the partnership.
Our illustration is the Mauritius Institute of Education (MIE)/University of Brighton 2-year part-time MA Education programme for secondary sector practitioners and MIE (HE) colleagues. A draft theoretical framework will be presented with data that explore re-productive neo-colonial tendencies and hybrid emerging practices.
|Keywords:||Teacher Education, Teacher Professional Development, International Partnerships, Post-colonialism|
Co-ordinator, Postgraduate Professional Development Programme, School of Education, University of Brighton, Brighton, East Sussex, UK
Mauritius Institute of Education, Reduit, Mauritius
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