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Promising Practices in Indigenous Teacher Education

  • Paul Whitinui
  • Carmen Rodriguez de France
  • Onowa McIvor

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. Maria del Carmen Rodríguez de France, Paul Whitinui, Onowa McIvor
    Pages 1-7
  3. Locating Indigenous Education in Conventional Teacher Education Programmes

  4. Indigenous Language Teacher Education

    1. Front Matter
      Pages 103-103
    2. John Hobson, Kymberley Oakley, Michael Jarrett, Melissa Jackson, Natalie Wilcock
      Pages 105-118
    3. Heather A. Blair, Linda Pelly, Rochelle Starr
      Pages 119-130
    4. Makalapua Alencastre, Keiki Kawaiʻaeʻa
      Pages 131-147
    5. Susan Poetsch, Michael Jarrett, Gary Williams
      Pages 175-187
    6. Onowa McIvor, Trish Rosborough, Catherine McGregor, Aliki Marinakis
      Pages 189-203
  5. Indigenous-led Teacher Education Programmes

    1. Front Matter
      Pages 205-205
    2. Jo-ann Archibald (Q’um Q’um Xiiem), Jessica La Rochelle (Lhkwemiya)
      Pages 207-220
  6. Living to Lead in Indigenous Teacher Education

  7. Back Matter
    Pages 305-308

About this book

Introduction

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

Keywords

Indigenous teacher education culturally responsive education culturally inclusive teacher practices language revitalization educational leadership self-governing teacher education programmes Indigenous teacher development New Zealand Education Education in the United States Education in Canada Education in Australia

Editors and affiliations

  • Paul Whitinui
    • 1
  • Carmen Rodriguez de France
    • 2
  • Onowa McIvor
    • 3
  1. 1.Sch of Exercise Sci, Physical & EdUniversity of VictoriaVictoriaCanada
  2. 2.Indigneous EducationUniversity of VictoriaVictoriaCanada
  3. 3.Indigenous EducationUniversity of VictoriaVictoriaCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-6400-5
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-6399-2
  • Online ISBN 978-981-10-6400-5
  • Buy this book on publisher's site