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Pedagogical pathways for Indigenous education with/in teacher education

Madden, Brooke

Teaching and Teacher Education, 2015, Vol.51, p.1(15) [Periódico revisado por pares]

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  • Título:
    Pedagogical pathways for Indigenous education with/in teacher education
  • Autor: Madden, Brooke
  • Assuntos: Teachers – Analysis ; Decolonization – Analysis ; Education – Analysis
  • É parte de: Teaching and Teacher Education, 2015, Vol.51, p.1(15)
  • Descrição: To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.tate.2015.05.005 Byline: Brooke Madden Abstract: This manuscript explores the central question: According to teacher educators, what are prevailing pedagogical pathways to engage Indigenous education with/in Faculties of Education? Review of 23 studies that represent international perspectives anchors analysis of the underlying theoretical assumptions, purpose, and goals of teacher educators' approaches, as well as the central themes and pedagogical methods that are featured. Four pedagogical pathways that wind, meet, and diverge are organized and examined: Learning from Indigenous traditional models of teaching, Pedagogy for decolonizing, Indigenous and anti-racist education, and Indigenous and place-based education. The implications of tracing a fulsome network of Indigenous education for programs of teacher education and research in this emergent field are highlighted. Author Affiliation: Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Canada Article History: Received 30 September 2014; Revised 11 May 2015; Accepted 13 May 2015
  • Idioma: Inglês

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