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Immersion in ‘Othered’ Spaces for Teacher Preparation: Encountering Different Knowledges

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Abstract

The following chapter reports on the experiences of a group of pre-service teacher-learners participating in an intensive immersion abroad program in Ecuador and explores how encounters with Indigenous knowledges come to serve as mediating factors in the development of incremental degrees of sociopolitical consciousness on the part of prospective teachers. Additionally, concepts like Indigeneity and decolonizing are grappled with relative to the preparation of predominantly White U.S. teachers who will work with culturally and linguistically diverse learners in the future. In the process, the relevance of Indigenous knowledges for teacher preparation grounded in equity and justice is explored but also problematized.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.The University of Texas Rio Grande ValleyEdinburgUSA

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