66.047 - Indigenous Education Reconstructed and Reimagined: Countering "Post-Truths" Through Indigenous Teacher Education

Session Type: Symposium

Abstract

Indigenous educators, researchers, and communities are working to re-construct, re-imagine, and re-claim Indigenous teacher education processes so they return to Indigenous conceptualizations of what it means to be a teacher serving Indigenous communities. This symposium is to share the research and practices that Indigenous teacher educators utilize to promote truthful curriculum and pedagogy that is grounded in Indigenous history, languages, knowledge, values, stories, and goals with their Indigenous teacher education students attending predominantly white institutions. The panelists each engage critical Indigenous theoretical orientations as a pathway to re-center and re-claim current teacher education practices and to re-imagine and transform teaching and teacher education for Indigenous communities.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 03: Teachers’ and Teacher Educators’ Lives: Lived Experiences, Identities, Socialization and Development

Chair

• Jeremy Garcia, University of Arizona

Papers

• (Re)Storying Personal Narratives: Pathways to Indigenous Teacher Identities - Jeremy Garcia, University of Arizona; Valerie J. Shirley, The University of Arizona

• "Loving Our Traditions and People": Analyzing the Importance of Critical Indigenous Pedagogy in Teacher Education - Michelle M. Jacob, University of Oregon; Leilani Sabzalian, University of Oregon

• Combating the "Post-Truth" Paradigm With Indigenous Knowledge Through Indigenous Teacher Education - Hollie Anderson Kulago, Penn State University

• Reclaiming Teacher Education Through Indigenous Knowledge Systems "Post-Truth" - Renee Holt, Washington State University

Discussant

• Jan Hare, The University of British Columbia