Decolonizing Teacher Education With Indigenous and Slow Pedagogies

• In Event: 63.046 - Shifting Teacher Education for Social Justice

Abstract

This paper explores several current mandates that encourage the inclusion of Indigenous knowledges and pedagogies in teacher education. We suggest, however, that many teacher education programs still fail to actualize the intentions of these documents by maintaining structures and curriculum that remain embedded with colonial mores. As an avenue to decolonization, we turn to a brief examination of what matters in Indigenous education, and how the notion of slow pedagogy may bridge the distance between colonial and Indigenous educational reasoning

Authors

• Shannon Leddy, The University of British Columbia

• Lorrie A. Miller, The University of British Columbia