Abstract:
In this paper, two educators discuss their efforts to create decolonising pedagogies across contexts. One educator, a Tuvaluan educator working in a prison context, brings her expertise in Gestalt therapy and decolonising practice to a unique pedagogy that is at once relational, student-centered and emancipating. The other, a non-indigenous settler educator, discusses her attempts to decolonise her practice. The two educators present their research into self-reflection through autoethnographic writing as a construct that can enable genuine decolonising of teaching practice and create teaching practices that are responsive and student- and community-oriented. The two facilitators will create opportunities for participants to utilise journaling prompts to deeply reflect upon the implications for their own pedagogies and research.