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Pirbhai-Illich, University of Regina Fran Martin, University of Exeter  \nAbstract  \nOur previous studies have shown that culturally responsive pedagogies (CRP) are notsuccessful across all contexts: they have not been developed for culturally plural classrooms; white pre-service teachers have developed a teacher onto-epistemology that makes CRPunintelligible to them. In this article we report the findings of a Culturally Responsive Language and Literacy Education (CRLE) course that we revised to locate CRP within abroader, de/colonizing framework that aimed to disrupt pre-service teachers’ colonial habits of mind and being. At the heart of this process was an eight-week tutoring element during which pre-service teachers worked one-on-one with a marginalized student who had been failed by the education system. We investigated how pre-service teachers opened up inviting and hospitable spaces for learning, how they maintained students’ engagement over time, and whether this led to changes in their praxis. We invited pre-service teachers to withdraw allegiance to the hegemony of modernist/colonial models of education and to begin to let go of the socialized teacher onto-epistemology that they were invested in. Our findings show that the concepts of invitation and hospitality helped the pre-service teachers to begin to operationalize new teacher ontologies and to divest themselves of colonial ways of being, but that such fundamental changes to the self would be a lifelong process.  \nKeywords: hospitality, invitation, de/colonization, culturally responsive pedagogy, critical interculturality, teacher education  \nIntroduction  \nWe begin by recognizing and acknowledging the land and peoples of Treaty 4, the territory of the Cree, Saulteaux, Dakota, Lakota, Nakota, and the Métis homeland on which the research project took place. We include this context to locate ourselves and the research that took place between pre-service teachers and Indigenous adolescent youth. Our study investigated how pre-service teachers ‘took up’ different ways of being and doing in a Culturally Responsive Literacy Education (CRLE) course at a Canadian mid-western university. The course has run since 2009 and has a one-on-one tutoring element where pre-service teachers work with adolescents from marginalized communities who have disengaged from mainstream education. We gathered data from each annual iteration to (i) advance our understanding of how pre-service teachers develop their ability to  \nwork with an increasingly plural student population, and (ii) to develop our own practice in culturally responsive and de/colonizing pedagogies.  \nWe come to this work as two scholars with different life experiences. Fatima is a minoritized woman of colour, naturalized Canadian citizen, who was born in Tanganyika/Tanzania to African parents of South Asian descent. Fran is a white scholar who has lived all her life in southern England, born into a middle-class farming family. Through her birth and socialization in white British society she benefits from the privileges systemically afforded to people of her race. As teacher educators, we have witnessed (and participated in) practices which continue to re-inscribe white dominance. In our efforts to disrupt hegemonic practices that are the subject of the study reported here, we draw on critical race theory (CRT), postcolonial and de/colonial theories, and our differing onto-epistemologies.  \nIn 2009, the course was based on Culturally Responsive Pedagogies (CRP) (LadsonBillings, 1995, Pirbhai-Illich, 2013), Multiliteracies (New London Group, 1996), Funds of Knowledge (FoK) (Moll, Amanti, Neff, & González, 1992), and relationality. Findings from each year demonstrated that pre-service teachers, predominantly from white, Euro-Western backgrounds, had difficulty putting the tenets of Ladson-Billing’s (1995) CRP, a","cbCaifvF1FOvQ8Na","https://ap.wps.com/l/cbCaifvF1FOvQ8Na","pdf",418144,"English","# Introduction\n## Background\n### Neoliberalism and Education","[{\"question\":\"What does the study examine in the CRLE course?\",\"answer\":\"It investigates how pre-service teachers create inviting and hospitable spaces for learning, maintain student engagement over time, and whether these experiences lead to changes in their praxis.\"},{\"question\":\"What key element does the revised CRLE course include?\",\"answer\":\"The course includes an eight-week one-on-one tutoring component in which pre-service teachers work with a marginalized student who had been failed by the education system.\"},{\"question\":\"Which theoretical framework guides the course revision?\",\"answer\":\"The revision locates culturally responsive pedagogy within broader de/colonizing frameworks intended to disrupt pre-service teachers’ colonial habits of mind and being.\"}]","De/colonizing the Education Relationship - Working with Invitation and Hospitality | PDF",1792089892,48]