The Journey Is Not So Far: A Self-Study on Critical Perspectives in Teacher Education

• In Event: Roundtable Session 95
  In Roundtable Session: Indigenous Cultures and Knowledge—and Teacher Education

Abstract

The strategy and transformative aspects of self-study and critical discourse analysis was used for addressing equity, diversity, decolonization and indigeneity in a mainstream pre-service teacher education program. The impact and best-practices are documented with a set of implementation criteria and qualitative design framework. The methodology comes from self-study with a theoretical framework of critical discourse drawing from professional learning committee meetings, notes, and video observations. With critical perspectives embedded in a values ring, the content, teachings and epistemologies of Aboriginal peoples were contested, debated and implemented throughout the school year. Results have supported the continuation of learning communities, critical friends and the institutionalization and formalization of Aboriginal content in instructional content and program design.

Author

• Umar Keoni Pantaleon-Umangay, Charles Sturt University