**3. Theoretical framework**

This study utilises the ideas and principles of transformative learning theory, social theory, and identity theory as they have created a framework to guide the qualitative research, data collection, data analysis, and the synthesis of the results. According to Mezirow's transformative theory Mezirow [15], individuals with different cultures, religions, languages, and races develop a frame of reference based on society's perspectives of diversity. The rationale for transformative learning stems from ethnocentrism, stereotypes, and bias in social identification and self-identities in education. According to Calleja [30], Mezirow's transformative learning theory asserts that becoming aware of one's own and others' tacit assumptions and expectations and addressing their relevance for making interpretations as these are the core attributes of adult education. Mezirow's theory describes the transformation in the process of learning in two dimensions. The first dimension is about establishing a new world view or frame of reference, which results from a Critical Reflection of Assumptions (CRA). The CRA dimension is characterised by Habits of Mind (HoM), which are persisting, managing impulsivity, listening with understanding and empathy, thinking flexibly, meta-cognition, striving for accuracy, questioning and problem posing, thinking independently, openness to continuous learning, gathering data through all lenses, creating, imagining, innovating, and thinking independently [31, 32]. These habits in Mezirow's theory are based on logical, ethical, ideological, social, economic, political, and spiritual experiences. The second dimension is the Critical Subjective Reflective Assumptions (CSRA) frame, comprising the psychological and cultural limitations. Through CSRA, individuals can be freed from cultural distortions and constraints; such freedom allows for open

discourse. According to Calleja [30] and Taylor [33], the CRA and CSRA are the frames of reference for adult learners to develop a discourse leading to perspective transformation. According to Mezirow [15], these two lifetime frames of reference make it possible for adult learners to interpret others' world views and cultural/contextual experiences. Mezirow's theory suggests that self-reflection and empirical analytic discovery transform the stereotypical and ethnocentric perspectives individuals accumulate through various means of socialisation to their adult life.

## **4. Research paradigm and methodology**

Interpretive, critical paradigms are utilised to frame this study. For example, according to Henning et al. ([34], p. 19), phenomena and events are understood through mental processes of interpretation which are influenced by and interact with social context. In the same vein, ideas of the critical paradigm were encapsulated in the framing of this research because the case study research design and methods of data collection used were based on participation, collaboration, and engagement with the participants in their designated workplaces, as per the recommendation of Creswell and Creswell [35]. This paradigm is also recommended for studies that seek to discover trends and patterns of thought about a phenomenon that could lead to discourse in the status quo.

The problem statement for this study was the perspective or frame of reference of pre-service teachers on the conceptual understanding of decolonisation and decolonised education, from a philosophical standpoint. This problem statement is based on the assumptions highlighted in the theoretical framework of this study; Critical Reflection Assumptions (CRA) and Critical Subjective Reflective Assumptions. The question emanated from this statement was, "does the teaching of philosophical knowledge influence pre-service teachers to conceptualise curricula for a decolonised education system?" The purpose of the study was to explore views, opinions, and ideas of pre-service teachers that could influence the development of an alternative paradigm for empowering teachers with the competence to promote a balanced worldview in teaching and learning in schools.
