Abstract:  

Residual impacts of the COVID 19 pandemic; geopolitical anxieties; shifts in perspectives on human liberties; cyclical environmental disasters; increased technology interconnectivity and isolation; and the uncertainties of global economic prospects all make up the tapestry of contemporary human existence. Drawing on postcolonial and decolonisation framings and using an auto-ethnographic approach, this chapter considers what approach can be used when fostering teacher education graduates capable of self- and social advocacy. The chapter proposes a stance of thoughtful subversion in teacher education and higher education for social justice. It shifts education practices from being unitary in orientation and proposes the adaptation of dispositions of co-creation and collaboration with students and peers in the design and communication of curriculum.  

Key Words: Higher Education, Social Justice, Thoughtful Subversion