scholarly journals Unpacking Our White Privilege: Reflecting on Our Teaching Practice

in education ◽  
2014 ◽  
Vol 19 (2) ◽  
Author(s):  
Dawn Burleigh ◽  
Sarah Burm
Keyword(s):  
Preservice Teachers ◽  
Narrative Inquiry ◽  
White Privilege ◽  
Teaching Practice ◽  
Indigenous Education ◽  
Ways Of Knowing ◽  
Indigenous Community ◽  
Cultural Discourses ◽  
White Studies ◽  
Critical White Studies

MacIntyre (1981) asks, “Of what stories do I find myself a part?” (p. 201). As teachers working in an Indigenous context, we found ourselves telling stories that had moments of tension between our Eurocentric ways of knowing and the Indigenous context in which we taught. This intersection has prompted our research. We ask two questions in this inquiry: What can our experiences as non-Indigenous teachers in an Indigenous community offer us in our understanding as new researchers in the field of Indigenous education, and how can our teaching narratives further preservice teachers’ understandings of teaching Indigenous students? Through critical White studies, our research examines White privilege, power, and position and begins to unearth the experiences of teaching as non-Indigenous educators in a remote Indigenous community in Ontario, Canada. Narrative inquiry and autoethnographic methods connect our stories to greater social, political, and cultural discourses. These stories serve to disrupt the dominant discourse that divides and others the complexities of Indigenous education. This work will interrogate and unpack our White privilege and power and will serve to assist preservice teachers in their understanding of teaching within Indigenous contexts.Keywords: Indigenous education; narrative inquiry; critical White studies; teacher education

scholarly journals Designing activity plans in the online pedagogical advising context at the Language without Borders Program: a story of collaboration

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Valeska Virgínia Soares Souza ◽  
Nicole Medeiros Rocha ◽  
Letícia Fonseca de Sousa
Keyword(s):  
Preservice Teachers ◽  
Narrative Inquiry ◽  
Design Process ◽  
Teaching Practice ◽  
Meaning Making ◽  
Teacher Educator ◽  
Internationalization Process ◽  
Collective Knowledge ◽  
Collaborative Action

In this article, guided by the premises of Narrative Inquiry, we aim to narrate and to compose meanings of our experiences as teacher educator and teachers in training in the online pedagogical advising context of the Languages ​​Without Borders Program (LwB). We start from the concept of collaborative action, which means interacting with peers for the construction of collective knowledge, co-constructing teaching practice through awareness and reflection. We relate collaboration with the notion of planning didactic activities that are significant and contextualized in the internationalization process. Firstly, we present the methodology of the LwB online advising path with respect to the production of granular activities focusing on specific skills, which can be incorporated in different courses of the English LwB catalogue. Then, we narrate the experiences of the preservice teachers during the design process of these activities, i.e. the lived tensions and the achieved results, illustrating with an example of an initial and a final product. We conclude by discussing the experiences of collaboration between teacher educator and teachers in training and presenting our meaning-making, which comes down to what we learned in the trajectory narrated.

scholarly journals Knocking, Unsettling, Ceding

2020 ◽  
Vol 4 (1) ◽  
pp. 102-117
Author(s):  
Jessica Gannaway
Keyword(s):  
Teaching Practice ◽  
Ways Of Knowing ◽  
Indigenous Community ◽  
Knowledge Systems ◽  
The Self ◽  
Self Reflection ◽  
The North ◽  
Educational Spaces ◽  
Cultural Interface ◽  
Indigenous Elders

This paper explores a reflexive decolonizing framework, arising from a teachers` first four years of teaching practice in an Indigenous community in the North of what is commonly known as Australia[A1]. The paper seeks to frame a connection between the already-established field of teacher self-reflection, and a need for decolonizing ways of knowing in education, to respect and recenter othered knowledge systems. Autoethnography and open-ended interviews are implemented with Indigenous elders, to explore the self-reflection that a non-Indigenous teacher must embrace to begin to decolonize their practice. Drawing on theories of whiteness (Moreton-Robinson, 2000), othering (Staszak, 2009) and the Cultural Interface in settler-Indigenous discursive spaces (Nakata, 2007), this work documents an extended process of teacher self-reflection. Reflecting on Karen Martin’s (2008) work Please Knock Before You Enter, and in response to Laenui’s Processes of Decolonisation (2000), starting points are proposed from which teachers can think deeply about their practice concerning ongoing coloniality. The epistemological underpinnings of teachers’ practice are explored as the place where decolonizing work must occur across all educational spaces.

How “Identity Play” Protects White Privilege

2018 ◽  
Author(s):  
Alison LaGarry ◽  
Timothy Conder
Keyword(s):  
Preservice Teachers ◽  
Teacher Identity ◽  
White Privilege ◽  
White Identity ◽  
Contested Spaces ◽  
Identity Studies ◽  
White Teacher ◽  
Ethnographic Analysis ◽  
Second Wave

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

scholarly journals A Narrative Inquiry into International Teachers’ Teaching Practice at Elementary School in USA

2012 ◽  
Vol 26 (2) ◽  
pp. 157-181 ◽  
Author(s):  
박한숙 ◽  
Yang-Hwan Sol
Keyword(s):  
Elementary School ◽  
Narrative Inquiry ◽  
Teaching Practice ◽  
International Teachers

scholarly journals Towards a Decolonizing Framework for Pre-Departure Education

2020 ◽  
Vol 49 (1) ◽  
pp. 1-15
Author(s):  
Robert Mizzi
Keyword(s):  
Teaching Practice ◽  
Indigenous Education ◽  
Adult Educators ◽  
Mutual Respect ◽  
Indigenous Groups ◽  
Guiding Principles ◽  
Ruling Relations ◽  
Organizational Requirements

In light of the increasing mobility of people for study and employment purposes and the fact that Indigenous groups continue to be marginalized across the globe, this article introduces a tentative framework for adult educators or facilitators to decolonize their pre-departure orientations for workers or learners who plan to live in a different country. Drawing on Indigenous education principles, the framework consists of three guiding principles that intersect with one another: (1) Indigenizing teaching practice, (2) deconstructing ruling relations, and (3) promoting reflexivity, mutual respect, and understanding. Challenges to implementing this framework include organizational requirements to maintain a Western dominance in their pre-departure programs.

Teaching Secondary Mathematics

2021 ◽  
Author(s):  
Gregory Hine ◽  
Judy Anderson ◽  
Robyn Reaburn ◽  
Michael Cavanagh ◽  
Linda Galligan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Secondary Mathematics ◽  
Australian Curriculum ◽  
Australian Education ◽  
Mathematical Problems ◽  
Torres Strait ◽  
Short Answer Questions

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and ways of knowing into lessons. Chapter content is supported by new features including short-answer questions, opportunities for reflection and in-class activities. Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book's companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

All about Eve, Critical White Studies, and Getting Over Whiteness

2020 ◽  
pp. 595-615
Author(s):  
David R. Roediger
Keyword(s):  
White Studies ◽  
Critical White Studies

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

Sign in / Sign up

Export Citation Format

Share Document