Unsettling the Humanist Teacher Education: Posthuman and Decolonial Figurations of Practice

Grounded in our situated experience as faculty within structurally gendered and racialized institutions, this study investigates how posthuman, feminist, and decolonial perspectives can reorient teacher education as a space of epistemic disobedience and collective refiguration. Drawing on two undergraduate courses in Italy, we engage post-qualitative methods—including student narratives, metaphor analysis, controversial case studies, and collaborative design—to examine how dominant imaginaries of “good teaching” are produced and how they can be critically unsettled. Rather than offering prescriptive solutions, we foreground contradiction, affective friction, and relational entanglements as generative conditions for rethinking pedagogical relations and professional subjectivities in more-than-human terms.