Integrating Indigenous Youth's Stories of Schooling Into Teacher Education via a Repositioning Pedagogy

• In Event: Exploring Humanizing Pedagogy Through Narrative, Dialogue, and Storytelling

Abstract

This presentation reports the findings of a qualitative research study that examined the experiences of high school students and pre-service English teachers who participated in an encounter—a “repositioning pedagogy”—whereby the high school students entered a teacher education program as educational consultants and taught the pre-service teachers about teaching, learning, and schooling. Specifically, this project brought a group of Indigenous youth who attended an alternative high school on a reservation into a university-based teacher education program to teach future English teachers about the relationship between language and culture, the power of sharing stories, and how westernized systems of schooling have historically and can still often be sites of trauma for Indigenous youth.

Author

• Robert Petrone, University of Missouri - Columbia