Overview
- Offers international perspectives on indigenous teacher education programs across four countries that share a common colonial experience
- Focuses on teacher training as it relates to working with both indigenous and non- indigenous pre-service teachers
- Includes a collaborative and strength-based approach to helping to improve educational outcomes for indigenous peoples in Teacher Education in both indigenous and non- indigenous settings
- Presents evidence-based indigenous teacher education program examples that have not only stood the test of time in their respective countries, but have also adjusted and adapted to the changing times
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Table of contents (21 chapters)
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Front Matter
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Locating Indigenous Education in Conventional Teacher Education Programmes
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Front Matter
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Indigenous Language Teacher Education
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Front Matter
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Indigenous-led Teacher Education Programmes
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Front Matter
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Keywords
- Indigenous teacher education
- culturally responsive education
- culturally inclusive teacher practices
- language revitalization
- educational leadership
- self-governing teacher education programmes
- Indigenous teacher development
- New Zealand Education
- Education in the United States
- Education in Canada
- Education in Australia
About this book
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.
Editors and Affiliations
About the editors
Dr. Whitinui is an indigenous Māori scholar from Aotearoa New Zealand and an assistant professor at the School of Exercise Science, Physical and Health Education (EPHE) based at the University of Victoria’s Faculty of Education in BC, Canada. His research is interdisciplinary by nature and broadly linked by relationships between indigenous education, Indigenous sociology, Indigenous community health, Indigenous wellbeing, and indigenous autoethnography. Over the past 10 years, Dr. Whitinui has published and presented extensively on culturally responsive teaching and learning, indigenous educational leadership in higher education, treaty-relational health, the benefits of indigenous performing arts (i.e., kapa haka) in public high schools, and the application of indigenous autoethnography in teaching and learning, and health. Presently, he is the co-chair of the World Indigenous Research Alliance under the auspices of the World Indigenous Nations Higher Education Consortium (WINHEC),as well as a reviewer for the online WINHEC journal.
Dr Carmen Rodriguez de France is an assistant professor in the University of Victoria’s Faculty of Education. She facilitates graduate and undergraduate courses on indigenous knowledge, pedagogy, and education. The focus of her research is multidisciplinary and interdisciplinary, weaving together fields of education that influence her work in preparing students to work within a diverse society. Dr. Rodriguez de France has published books and journal articles nationally and internationally, and contributes to the field of indigenous education as member of national and international journal editorial boards.
Dr. Onowa McIvor is an assistant professor and the director of Indigenous Education at the University of Victoria’s Faculty of Education. Her research interests center on indigenous language revitalization and indigenous teacher education. Dr. McIvor has been a contributing author to several edited book projects and has provided peer-review editing for several international academic journals such as AlterNative, Educational Research, the Canadian Journal of Education, and Curriculum Inquiry.
Bibliographic Information
Book Title: Promising Practices in Indigenous Teacher Education
Editors: Paul Whitinui, Carmen Rodriguez de France, Onowa McIvor
DOI: https://doi.org/10.1007/978-981-10-6400-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2018
Hardcover ISBN: 978-981-10-6399-2Published: 06 November 2017
Softcover ISBN: 978-981-13-4871-6Published: 26 January 2019
eBook ISBN: 978-981-10-6400-5Published: 28 October 2017
Edition Number: 1
Number of Pages: XXVII, 308
Number of Illustrations: 6 b/w illustrations, 11 illustrations in colour
Topics: Teaching and Teacher Education, International and Comparative Education, Educational Policy and Politics, Sociology of Education