Nourishing resistance and healing in dark times: teaching through a Body-Soul Rooted Pedagogy

2019 ◽  
pp. 103-118
Author(s):  
Shiv Desai ◽  
Shawn Secatero ◽  
Mia Sosa-Provencio ◽  
Annmarie Sheahan
Keyword(s):  
Teacher Education ◽  
Children And Families ◽  
Reform Agenda ◽  
Indigenous Epistemologies ◽  
Resilience Mechanisms ◽  
Corporate Reform ◽  
Pedagogical Framework

For centuries, schooling has enacted trauma and cultural erasure. Today, the neoliberal corporate ‘reform’ agenda contributes to destabilizing communities and separating educators, children, and families from the power education holds to unlock inquiry, creativity, connectedness, and agency toward resistance. Authors shape a pedagogical framework for use across teacher education and schools utilizing Chicana Feminist and Indigenous epistemologies. In earlier work, authors posit six tenets of Body-Soul Rooted Pedagogy galvanizing resistance/resilience mechanisms enduring in body, spirit, and land to transform education. Here, we forward Tenet 6, which shapes a hopeful, healing, regenerative pedagogy for the traumas of U.S. schooling.

scholarly journals Sharing Lived Experiences and Indigenous Epistemologies in the Townsville Aboriginal and Islander Teacher Education Program

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Lyn Nichols
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Lived Experiences ◽  
Teacher Education Program ◽  
Phenomenological Research ◽  
Indigenous Epistemologies

The research described in this paper explores the experiences of both students and teachers in the Aboriginal and Islander Teacher Education Program (AITEP) that operated during the late 1970s to early 1990s in Townsville, Australia. Using a phenomenological research this study explores the perceptions of the program and its influence based upon the experiences of those who participated in it, both Indigenous and non-Indigenous and to identify what they believe were elements that supported them to success. Preliminary findings from the study are presented. Implications of these experiences to current considerations in pre-service Indigenous teacher education are also presented.

scholarly journals An Examination of Teacher Education Management and Innovative Reforms Agenda for Curriculum Implementation in Secondary Schools in IMO State, Nigeria

2021 ◽  
pp. 36-41
Author(s):  
Stanley U. Nnorom ◽  
Ezenwagu, Stephen Abuchi ◽  
Anyanwu, Jude Azubike ◽  
Benignus C. Nwankwo
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Survey Design ◽  
School Principal ◽  
State University ◽  
Education Management ◽  
Reform Agenda ◽  
Imo State ◽  
Level Of Significance ◽  
Descriptive Survey

The study examines managing teacher education and innovative reforms agenda for curriculum execution in secondary schools in Imo state, Nigeria. The study adopted descriptive survey design. The population comprised of Five hundred and thirty (530) secondary school Principal in Imo state school system. The sample consisted of 200 duty principals randomly selected by stratified technique from each of the three education zones of the state, Okigwe, Orlu, and Owerri. Fifteen (15) items questionnaire was the instruments for data collection and the instrument was validated by experts in Imo state University, Owerri. The questionnaire which recorded a reliability coefficient of 0.89 was administered face to face to 200 respondents by the researchers who also retrieved same. The data collected were analyzed with mean and standard deviation and null hypothesis were tested using the z-test statistics at 0.05 level of significance. Based on the results, the researchers made crucial recommendations that government and stakeholders in education should emphasize on managing teacher education and innovative reform agenda to enhance development of the nation.

Carrying our Roots/llevar a nuestras raíces

2017 ◽  
Vol 7 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Elizabeth P Quintero
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Lived Experiences ◽  
Global South ◽  
Early Childhood Teacher ◽  
Children And Families ◽  
Early Childhood Teacher Education ◽  
Language Groups ◽  
Global North

This qualitative study presents examples of information about and analysis of stories of children and the early childhood teacher education students working with them. The data from the stories problematize the neocolonial roots of our conceptions of children and families, particularly institutional systems, pedagogies, assessments, and daily life realities. This current study considers evolving theoretical stances to early childhood work with children and families based upon a third space that combines aspects of the Global South and the Global North. Participants are student teachers in an early childhood teacher education program and the children they work with in Southern California. Many are bi-national and their histories and current lived experiences are reflective in many ways of communities around the world where intergenerational participants of two or more cultures and language groups with different economic and political histories find themselves learning together. Many participants, both children and adult student teachers, are living and studying in the Global North and yet, they bring with them generations of family history, knowledge, linguistic perspectives, and lived experiences from the Global South. Findings suggest that through stories there is ongoing problematizing of the neocolonial roots of our conceptions of children and families and the resulting learning experiences accessible to them. The work led us to matters of concern, Latour who urges “an understanding of common worlds as worlds in the process of ‘progressive composition’.” In other words, this research illustrates a focus on relations as generative encounters with others and shared events that have mutually transformative effects.

scholarly journals The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

2016 ◽  
Vol 6 (3) ◽  
pp. 37-58
Author(s):  
Judith Harford ◽  
Teresa O'Doherty
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Policy Development ◽  
Implementation Process ◽  
Initial Teacher Education ◽  
Regulatory Body ◽  
Reform Agenda ◽  
School Based ◽  
The University

Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues.This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling

2019 ◽  
pp. 89-102
Author(s):  
David Hursh ◽  
Sarah McGinnis ◽  
Zhe Chen ◽  
Bob Lingard
Keyword(s):  
New York ◽  
New York State ◽  
High Stakes Testing ◽  
Democratic Citizenship ◽  
High Stakes ◽  
York State ◽  
Reform Agenda ◽  
Opt Out ◽  
Corporate Reform ◽  
Political Success

Over the last two decades, parents and community members in New York have increasingly resisted the neoliberal corporate reform agenda in schooling, including rejecting high-stakes testing. The parent-led opt-out movement in New York State has successfully opted around 20% of eligible students out of the Common Core state standardized tests over the last three years. To understand how a parent-led grassroots movement has achieved such political success, this chapter focuses on the two most influential opt-out organizations in New York State, the New York State Allies for Public Education (NYSAPE) and Long Island Opt Out (LIOO). The chapter investigates how they used social media and horizontal grassroots organizing strategies to gain political success, along with vertical strategies pressuring the legislature and Board of Regents. Our research reveals that parents in New York are reclaiming their democratic citizenship role in influencing their children’s public schooling and rejecting the corporate reform agenda.

scholarly journals The First Flute: Whowhoahyahzo Tohkohya by D. Bouchard

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Trudy Cardinal ◽  
Lynne Driedger-Enns
Keyword(s):  
Teacher Education ◽  
Arts Education ◽  
Visual Art ◽  
Red Deer ◽  
Visual Images ◽  
Children And Families ◽  
University Of Alberta ◽  
Indigenous Children ◽  
Education And Development ◽  
The University

Bouchard, David. The First Flute: Whowhoahyahzo Tohkohya. Markham: Red Deer Press, 2015. Print.With poetic words, Métis author, David Bouchard, encourages his readers to find a quiet place to share the telling of his hardcover book The First Flute.  Specifically, in order to honour the teachings of storyteller Standing Elk, Bouchard invites readers to “hear and dream it without interruptions” and this invitation immediately invokes a feeling of ceremony and spirituality; it attends deeply to protocol.David Bouchard, Jan Michael Looking Wolf, and Don Oelze collaborate in the retelling of a traditional story about a young man who had many skills appreciated by his village – hunting, fishing and tracking – but whose real passion, dancing, was not recognized until Grandfather Cedar gifted him with a flute. This, the first flute, helped the young man prove his worth to his village and to the woman he loved.The many different art forms that find voice in this book, such as storytelling, visual art, and music awaken spiritual, emotional, physical, and mental faculties and make space for thinking in new ways. The words, melodies, and gift of visual images that it shares serve to lighten the heart and invite the reader to hear and dream the story of Konhe Waci, Dancing Raven, but also to hear and dream their own stories of who they are in their own families and communities.The First Flute is a resource essential to any K-8 arts education classes to open conversations about identity, and how identity is shaped in relationship with other people and places.Highly recommended:  4 out of 4 starsReviewer:  Lynne Driedger-Enns & Trudy CardinalDr. Lynne Driedger-Enns is the 2015 Horowitz Scholar with the Centre for Research for Teacher Education and Development at the University of Alberta. Dr. Trudy Cardinal is a Cree/Métis scholar from the University of Alberta whose research interests center on the experiences of Indigenous children and families on and off school landscapes. They share an interest in stories and storytelling.

Teacher Education Research and the Policy Reform Agenda

2016 ◽  
pp. 1-14 ◽  
Author(s):  
Robyn Brandenburg ◽  
Sharon McDonough ◽  
Jenene Burke ◽  
Simone White
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Policy Reform ◽  
Reform Agenda ◽  
Teacher Education Research

The Transformation of Teacher Education and Special Education

1996 ◽  
Vol 17 (5) ◽  
pp. 310-322 ◽  
Author(s):  
JAMES PAUL ◽  
BETTY EPANCHIN ◽  
HILDA ROSSELLI ◽  
ALBERT DUCHNOWSKI
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Public Schools ◽  
Teacher Educators ◽  
South Florida ◽  
Reform Agenda ◽  
Local Contexts ◽  
Services Integration ◽  
Science Teacher Educators ◽  
The University

As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.

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