Accountability as praxis: a dialectical conversation on decolonising teaching methods

Abstract

ABSTRACT This article engages two teacher educators committed to social justice. We dialogue about our different pedagogies, ideologies, and approaches to education, learning from each other’s mistakes and assets. To aim for decolonial accountability to the communities impacted, we engage in dialogue with each other to better understand how to refine our approaches and increase the efficacy of our critical pedagogies. The piece begins with vignettes of our educational efforts that failed to decolonise, and dialogically converses to model culturally responsive and sustaining accountability upon reflection. The purpose of this article is to unveil this process with peer educators as a decolonising accountability measure. Ultimately, we assert that educational practices that enable critique, conversation, and invite self-reflexivity are decolonising. Our recommendations to engage in dialogue with other educators stem from a desire to continue refining our pedagogical skills and holding ourselves accountable to a praxis of decoloniality.