Indigenous Teacher Education in Canada and Aotearoa New Zealand

2019 ◽  
Author(s):  
Celia Haig-Brown ◽  
Te Kawehau Hoskins
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Direct Result ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Document ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi

Indigenous teacher education has proven to be a powerful influence in the resurgence of Indigenous cultures and languages globally. In Canada and Aotearoa New Zealand, while there are numerous distinctions between the countries in size, linguistic and cultural diversity, and the histories of Indigenous peoples and colonization, an Indigenous commitment to schooling has shaped long-term and recent aspirations in both contexts. Within Canada, the proliferation of Indigenous teacher education programs is a direct result of a 1972 landmark national policy document Indian Control of Indian Education. This document written by Indigenous leaders in response to the Canadian government was the culmination of a decades-long, relentless commitment to creating the best possible schooling systems for Indigenous students within the provinces and territories. In 2015, despite some significant gains, the Truth and Reconciliation Commission of Canada completed its work articulating Calls to Action that reinforce the original recommendations, particularly the focus on Indigenous control of education. In the Aotearoa New Zealand context, the establishment of Māori language schooling pathways and Māori medium teacher education programs has been made possible by activism focused on the recognition of Indigenous-Māori rights to language and culture guaranteed by the 1840 Treaty of Waitangi. Forms of constitutional recognition of the Treaty of Waitangi mean that New Zealand endorses a social policy of biculturalism. From the 1970s and 1980s, responses to exclusionary and racist colonial policies and practices have led to the creation of teacher education programs in both Canada and Aotearoa New Zealand transforming universities and schools and establishing spaces of Indigenous authority, activism and expertise. While the pace of change varies radically from place to place and from institution to institution, and the specific contexts of the two countries differ in important ways, the innumerable Indigenous graduates of the programs make ongoing contributions to Indigenizing, decolonizing, and educating Indigenous and non-Indigenous communities alike. The growth and strengthening of an Indigenous education sector have led to significant policy and curriculum reforms across the education systems and to ongoing engagement in critique, advocacy, research, and practice. Throughout their development, Indigenous leadership and control of the programs remain the immediate and long-range goals.

scholarly journals Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools

2021 ◽  
Vol 44 (3) ◽  
pp. 600-623
Author(s):  
Danielle Tessaro ◽  
Laura Landertinger ◽  
Jean-Paul Restoule
Keyword(s):  
Teacher Education ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Well Being ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Job Transition ◽  
Support Teacher ◽  
Indigenous Teachers

This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers. Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs

scholarly journals Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr Martin John Cannon
Keyword(s):  
Teacher Education ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Pedagogical Practices ◽  
Indigenous Populations ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Praxis I ◽  
Approach To Teaching ◽  
The Subject

This paper suggests that, so long as we are focused on racism and colonialism as an exclusively Indigenous struggle, we fail to engage non-Indigenous peoples as “allies” of Indigenous education and sovereignty.  My goal is to place a developing literature on settler-Indigenous alliances into a productive and more explicit dialogue with anti-oppressive educational theory and praxis.  I address two critical questions: 1) How might we engage structurally privileged learners, some of whom are non-Indigenous peoples, to think about colonial dominance and racism in Canada? and 2) How might we work in coalition with privileged learners—and especially with new Canadians—to consider matters of land, citizenship, and colonization?  I conclude by identifying a series of pedagogical practices aimed at the troubling of normalcy—an approach to teaching that disrupts the binary of self/Other.  I consider briefly in turn the implications of this pedagogy for decolonization, the invigoration of teacher education programs in Canada, and the building and rejuvenation of relationships between Indigenous peoples and settler, diasporic, and migrant Indigenous populations.

scholarly journals Kunnskap om samiske forhold som integrert del av lærerutdanningene

2017 ◽  
Vol 11 (2) ◽  
pp. 5 ◽  
Author(s):  
Torjer A. Olsen ◽  
Hilde Sollid ◽  
Åse Mette Johansen
Keyword(s):  
Teacher Education ◽  
Intercultural Competence ◽  
Indigenous Education ◽  
National Curriculum ◽  
Political Support ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Road ◽  
The Status ◽  
On The Road

Skal du bli lærer i Norge, må du kunne ivareta rettighetene til samiske barn og ungdommer, men også opplæring om samiske forhold for alle elever. Dette slår de nasjonale forskriftene om rammeplan for lærerutdanningene fast. Hva betyr egentlig dette for lærerutdanningene? I denne artikkelen utforsker vi dette spørsmålet ved å se rammeplanens føringer i sammenheng med samiske temaers plass i utdanningssystemet. Innledningsvis presenterer vi det historiske og juridiske grunnlaget for at denne tematikken skal være integrert i lærerutdanningene. Et riss av kunnskapsstatusen på feltet gir imidlertid et klart inntrykk av at den politiske støtten til samiske interesser har vært og er utfordrende å implementere i skolen generelt og i lærerutdanningene spesielt. I forlengelsen av dette oppsummerer vi hva rammeplanene for lærerutdanningene faktisk sier om samiske tema. Vi peker på en uttalt mainstreamingdimensjon, der planbeskrivelsene gjelder for alle lærerstudenter, ikke bare for dem som skal være lærere for samiske elever i samiske skoler. Disse føringene knyttes videre til en refleksjon rundt samiske og urfolksrelaterte temaers plass i et helhetlig utdanningsløp, og vi argumenterer for at både utvikling av interkulturell kompetanse og utdanning i medborgerskap er relevante overordna målsettinger i denne sammenhengen. Avslutningsvis løfter vi fram behovet for et nasjonalt kompetanseløft på veien mot en lærerutdanning som tar samiske forhold på alvor og samiske perspektiver i bruk.Nøkkelord: lærerutdanning, rammeplaner, urfolksutdanning, indigenisering, mainstreaming, interkulturell kompetanseAbstractIf you study to become a teacher in Norway, you are obliged to learn to maintain the rights of Sámi children and youth, as well as to provide education on Sámi issues for all pupils. This is expressed in the national regulations for the teacher education programs. What does this mean for teacher education programs? In this article, we explore this issue by examining the implications of the curriculum with regard to the role of Sámi and indigenous issues in the general educational system. We present the historical and legal basis for the integration of this topic in teacher education. However, a brief overview of the status of knowledge in this field shows that the political support of Sámi interests has been, and still is difficult to implement in education in general, and in teacher education in particular. Next, we summarize what the national curriculum for teacher education actually says about Sámi issues. We point to an explicit mainstreaming dimension where the curriculum goals are obligatory for all teacher students, not only for future teachers for Sámi students in Sámi schools. These guidelines are further connected to a reflexive practice around the place of Sámi and indigenous issues in education, and we argue that both the development of intercultural competence and citizenship education are relevant overarching goals in this context. Finally, we propose a national competence strategy on the road towards developing a Norwegian teacher education that takes Sámi issues and perspectives seriously.Keywords: teacher education, curricula, indigenous education, indigenisation, mainstreaming, intercultural competence

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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