Abstract
The term “exemplary practice” may be contested since decisions regarding authority to judge the exemplary nature of practice, and the basis on which such judgements are made, are open to question. Its use alongside the phrase ‘indigenous perspectives’ becomes even more challenging, especially when the narrative voices are outside the indigenous group of interest. Cognisant of these issues, our intention in this chapter is to describe an evolving set of exemplary practices in developing indigenous perspectives in a practice-based, teacher education course.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Aboriginal Education Office. (2007). Ontario first nation, Metis and Inuit education policy framework. Toronto: Ontario Ministry of Education.
Aboriginal Education Office. (2009). Aboriginal perspectives: A guide to the teacher’s toolkit. Toronto: Ontario Ministry of Education.
Charles Sturt University. (2007). Indigenous education strategy. Dubbo, NSW: CSU.
Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: Jossey-Bass.
Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense.
Kemmis, S., & Smith, T. J. (2008). Praxis and praxis development. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 3–13). Rotterdam: Sense.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto: University of Toronto Press.
Loughran, J. (2007). Enacting pedagogy of teacher education. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 1–15). London: Routledge.
Robb, L. (2000). Redefining staff development: A collaborative model for teachers and administrators. Portsmouth, NH: Heinemann.
Royal Commission on Aboriginal Peoples. (1996). The report of the Royal Commission on Aboriginal Peoples. Ottawa, Canada: Indian and Northern Affairs.
Semali, L. M., & Kincheloe, J. L. (Eds.) (1999). What is indigenous knowledge? Voices from the academy. New York: Falmer Press.
Tafoya, T. (1997). M. Dragonfly: Two-spirit and the Tafoya principle of uncertainty. In S. Jacobs, W. Thomas & S. Lang (Eds.), Two-spirit people: Native American gender identity, sexuality and spirituality (pp. 192–200). Chicago: University of Illinois Press.
Universities Australia. (2011). National best practice framework for Indigenous cultural competency in Australian universities. Canberra: Universities Australia.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Clancy, S., Umangay, U., Letts, W. (2013). Developing Indigenous Perspectives in Practice-Based Education. In: Higgs, J., Sheehan, D., Currens, J.B., Letts, W., Jensen, G.M. (eds) Realising Exemplary Practice-Based Education. Practice, Education, Work and Society, vol 7. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-188-7_25
Download citation
DOI: https://doi.org/10.1007/978-94-6209-188-7_25
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-188-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
