Gazing in the mirror: reflections on educating preservice teachers for collaborative work with indigenous communites ...
This dissertation portrays the life of one teacher educator who is concerned that the teacher education institution where she works is failing to prepare teachers who can work collaboratively and respectfully in/with First Nations and Métis communities in her province. As part of the institution and...
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| Format: | Text |
| Language: | English |
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University of British Columbia
2011
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| Online Access: | https://dx.doi.org/10.14288/1.0105016 https://doi.library.ubc.ca/10.14288/1.0105016 |
| Summary: | This dissertation portrays the life of one teacher educator who is concerned that the teacher education institution where she works is failing to prepare teachers who can work collaboratively and respectfully in/with First Nations and Métis communities in her province. As part of the institution and the dominant group in society that has helped to perpetuate inequities and injustices, she recognizes she is therefore complicit in this failure. This realization has led to a self-study, an autoethnography, within the context of her institution where she attempts to understand why the focus on teaching for social justice, which has been a vision of many of her colleagues for several years, has had little influence on prospective teachers. She asks, “What are the possibilities for improving the preparation of preservice teachers to work with indigenous communities in respectful, supportive, and collaborative ways?” A series of simple stories illustrates the complexity of the questions. The stories also illustrate ... |
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