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Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential

Chapter
Part of the Education Dialogues with/in the Global South book series (EDGS)

Abstract

Across international contexts many young people from Indigenous cultural groups continue to experience a Western, conventional form of schooling as alienating, dispiriting, and inequitable. Culturally responsive practice by teachers and school leaders has been posited as a promising pedagogical framework for creating positive learning contexts to mitigate these challenges. In this chapter, the authors draw together sociocultural theory and Indigenous epistemological frameworks, as well as their own scholarly and personal experiences, in order to critically examine the conceptual and praxis landscape of culturally responsive teacher education within Indigenous contexts. It is argued that educators who choose to firmly encounter these initiatives will be motivated to revise old conclusions and reenvision an authentic, culturally inclusive future.

Keywords

Indigenous People Cultural Competence Teacher Education Program Indigenous Language Indigenous Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.School of Teacher EducationCollege of Education, Health and Human Development, University of CanterburyChristchurchNew Zealand
  2. 2.Faculty of EducationUniversity of WaikatoHamiltonNew Zealand
  3. 3.College of Education, Health and Human DevelopmentUniversity of CanterburyChristchurchNew Zealand

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