ABSTRACT
This chapter examines how critical language awareness group activities can be employed as a basis for introducing decoloniality into teacher education. The aim of this project was to devise ways of turning learning spaces into critical areas of collaborative enquiry, thereby turning the classroom into a community of enquiry. This was done by introducing a series of cross-cultural group activities and tools for strengthening group interaction through strategically structured activities with blueprints for critical questioning. A post-qualitative approach was used, which means that the data is exploratory and non-representative. However, evidence sifted from student course feedback strongly suggests that students benefited from the intervention in that they felt they had learnt to be more outspoken and discerning in their critique of texts and more tolerant of the views of ‘others’. The tasks also enabled them to recognise taken-for-granted assumptions in their cultural milieu, to interrogate them, and express their revised perspectives with confidence and sensitivity towards ‘others’.
