Background or Context: A third space is characterized by the ongoing poststructural negotiation of being and the ongoing quest for liberation and revolutionary cultural change. Third spaces are possible when two people expressing difference from one another come together in a discursive, in-between space that rejects binarisms and essentialisms.…

The democratization of knowledge is liberating and has presented some new and difficult challenges. When everyone can position themselves as an expert, how do we create new frames of intellectual and pragmatic knowledge with integrity? How do we understand the histories of expert privilege and harm that have led us to this time of uncertainty? And…

Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is…

Assessment remains a power nexus in Higher Education, where remnants of coloniality pool. The power that assessment holds makes it an important site for decolonisation. The purpose of this article is to present an experiment, and open a discussion, on the decolonisation of assessment. We argue that bringing assessment into the decolonisation…

With the growth of cultural diversity in online higher education, this qualitative research aimed to investigate instructors' perceptions, practices, and challenges of increasing cultural presence in online course design and delivery. Seventeen instructors with different disciplinary backgrounds, online teaching experiences, titles, and ranks…

Teacher educators have a limited amount of time to prepare candidates for becoming political change agents. Therefore, we have to understand the efficacy of preparation efforts. As a result, we developed the "Equity Scenario Response Survey" to understand our candidates' preparation of their sociopolitical identity, defined by equity…

This paper uses an autoethnographic Freirean approach to theorise how white power moves in universities, and to speak to the pedagogical challenges (and successes) that I have encountered as a scholar of colour teaching in predominantly white universities in Australia and my various attempts to decolonise my teaching. While in social work…

This edited volume explores and deconstructs the possibilities of higher education beyond its initial purpose. The book contextualizes and argues for a more robust interrogation of persistent patterns of campus inequality driven by rapid demographic change, reduced public spending in higher education, and an increasingly polarized political…

Context: University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of…

One of the many consequences of a neoliberal, high-stakes policy in No Child Left Behind has been that teachers and administrators have resorted to the systematic removal of vulnerable student groups, such as Latina/o English language learners. This process has dehumanized these students and commodified aspects of their identity, such as language,…