Student voice in history teacher education: A means to build pedagogies around marginalized historical narratives

Abstract

This is a theoretical-conceptual paper that draws on autoethnography to explore using pedagogies in history teacher education that bring student voices and student knowledge production to the centre of the teaching and learning process. These proposed pedagogies are used to create a foundation that centers marginalized knowledges, histories, and historical narratives. This is proposed as a decolonial pedagogy, or a pedagogy built on decolonial impulses, and is invoked as such. Through an auto-ethnographic approach, this paper explores these pedagogies as used in a history methodology course in a Bachelor of Education program in a university in South Africa, to propose the pedagogies that are explored. As the paper is theoretical-conceptual, the data draws from the autoethnographic aspect is used to explore the potential of the pedagogies rather than proving their impacts.