Promising Practices in Indigenous Teacher Education [electronic resource] /
Whitinui, Paul.editor.
Rodriguez de France, Carmen.editor.
McIvor, Onowa.editor.
This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.
Includes bibliographical references at the end of each chapters and index.
Introduction -- Part I Locating Indigenous education in conventional teacher education programmes -- 1 Lessons and legacies: Forty years of Alaska Native teacher preparation at the University of Alaska Fairbanks -- 2 Teaching the teachers: Re-educating Australian teachers in Indigenous education -- 3 Indigenous cultural competence: Building indigenously culturally competent teacher education programs at Charles Sturt University -- 4 Developing understanding of Indigenous culture: Experiences from Australian pre-service teachers -- 5 Integrating Indigenous Māori frameworks to ignite understandings within initial teacher education — and beyond -- 6 Beyond the classroom: The impact of a required Indigenous education course in the lives of teacher candidates -- Part II Indigenous language teacher training -- 7 Bridging the gap in Indigenous Australian languages teacher education -- 8 Connecting Indigenous languages policy, programs, and practices -- 9 Distinctive pathways of preparing Hawaiian language medium-immersion educators -- 10 Huarahi Māori: Two decades of Indigenous teacher education at the University of Auckland -- 11 Diving into the language work: Preparing teachers for the Diné language classroom -- 12 Building on achievements: Training options for Gumbaynggirr language teachers -- 13 Lighting a fire: Community-based Indigenous language teacher education -- Part III Indigenous-led teacher education programmes -- 14 Raven’s response to teacher education: NITEP, an Indigenous story --  15 “Hold strongly to one another”: The development of an Indigenous teacher preparation and professional development program -- 16 Looking at the evolution of University of Nuhelot’ine Thaiyots’I nistamêyimâkanak Blue Quills language programmes -- Part IV Living to lead in Indigenous teacher education -- 17 Aloha Kumu, Aloha ‘Āina: A graduate program to prepare teacher leaders for the health, wellbeing, and prosperity of Lāhui Hawai‘i -- 18 Strong foundations, stronger futures: Using theory-based design to embed Indigenous Australian education content in a teacher education programme -- 19 onikanêw: ‘she who leads’. Learning to lead in education -- 20 The price of equity in Aotearoa New Zealand teacher education: A critical institutional ethnographic perspective.
This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.
Teaching and Teacher Education.
International and Comparative Education.
Educational Policy and Politics.
Sociology of Education.