Teacher Educator Identity and the Teaching of Indigenous Knowledges and Pedagogies

• In Event: Indigenous Presence: Decolonial Pathways in Indigenous Teaching and Teacher Education

Abstract

Teacher education programs (TEPs) in Canada, Australia and the US are experiencing a dramatic shift in the preparation of pre-service teachers as TEPs teach students how to incorporate Indigenous knowledges and pedagogies in their practice as emerging educators mobilized by national policies and curriculum reform. As a result, primary importance is placed on teacher educators, who must negotiate the integration of Indigenous knowledges and pedagogies in their own teaching, while preparing pre-service teachers to do the same (Ma & Russell, 2012). This research draws on collaborative inquiry (CI) with groups of instructors at three Canadian TEPs to understand how the dynamics of identity mediates the teaching of Indigenous knowledges and pedagogies. Findings reveal personal and contextual factors influence instructor pedagogies.

Authors

• Jan Hare, University of British Columbia
  Presenting Author

• Lisa W White, University of British Columbia
  Presenting Author

• Karen Ragoonaden, University of British Columbia
  Presenting Author

• Dustin Louie, University of British Columbia
  Presenting Author

• Aubrey J Hanson, University of Calgary
  Presenting Author

• Leslie P. Shayer, University of British Columbia - Okanagan
  Presenting Author