Storying to Understand: Exploring Indigenous, Environmental, and Sustainability Education With Teacher Candidates

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Calling for Systemic Change: Weaving Indigenous Education Into Professional Development and Teacher Education

Abstract

This paper aims to demonstrate how Storying methodology can be used as a pedagogical approach in Indigenous Teacher Education. The context for this paper is a course on Indigenous, Environmental and Sustainability Education where Teacher Candidates learn to infuse their practice with Indigenous pedagogy and ways of knowing. This paper focuses specifically on using Storying methodology (Archibald, Xiiem, Lee-Morgan & Santolo, 2019) to negotiate the challenges of working with Teacher Candidates in Indigenous education. It addresses ideas of appreciation versus appropriation, process versus product, and infusion versus integration through the framework of Storying methodology. It also makes recommendations for further applications of this approach and continued areas of study, including ideas for bringing this approach into the K-12 classroom.

Author

• Katie Tremblay, Trent University