Indigenous Teacher Education as a Historical Debt: A Comparative Study Between Brazil and Canada

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Contested Spaces: Political and Curricular Implications for Indigenous Education (Table 11)

Abstract

In what ways do Indigenous populations worldwide face similar challenges to sovereignty, and how does this relate to education? The colonial power has provided (mis)education to Indigenous people as one of the major methods of egregiously subjugating Native populations worldwide over the centuries. This comparative literature review between Brazil and Canada highlights the relevance of studies on Indigenous Teacher Education programs (ITE) in order to imagine “new zones of looking” (Nóvoa, 2009) in the comparative education field. The ITE programs investigated are (1) Licenciatura Intercultural Indígena Teko Arandu (Brazil), (2) Licenciatura Intercultural Indigena Tupinikim e Guarani (Brazil), (3) Saskatchewan Urban Native Teacher Education Program (Canada), and the (4) Indigenous Teacher Education Program – UBC (Canada).

Author

• Washington Galvao, University of Minnesota
  Presenting Author