The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study
Similar to several other jurisdictions across the arctic, recent developments in Canada’s Yukon Territory draw attention to how political developments have potential for accelerating changes in education that are responsive to Indigenous Peoples’ cultural knowledge systems and practices. In support...
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University of Aberdeen, School of Education
2018
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ftdoajarticles:oai:doaj.org/article:3bd649e26595459e9d53d8127ed5d241 2023-05-15T14:57:18+02:00 The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study Brian Lewthwaite Mark Connell 2018-08-01T00:00:00Z https://doi.org/10.26203/y1cn-6y41 https://doaj.org/article/3bd649e26595459e9d53d8127ed5d241 EN GD eng gla University of Aberdeen, School of Education https://www.abdn.ac.uk/education/research/eitn/journal/543/ https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 https://doi.org/10.26203/y1cn-6y41 0424-5512 2398-0184 https://doaj.org/article/3bd649e26595459e9d53d8127ed5d241 Education in the North, Vol 25, Iss 1-2, Pp 6-22 (2018) teacher education decolonising critical pedagogy curriculum change Education L article 2018 ftdoajarticles https://doi.org/10.26203/y1cn-6y41 2022-12-31T09:05:45Z Similar to several other jurisdictions across the arctic, recent developments in Canada’s Yukon Territory draw attention to how political developments have potential for accelerating changes in education that are responsive to Indigenous Peoples’ cultural knowledge systems and practices. In support of this development, the sole teacher education provider in the Yukon, the Yukon Native Teacher Education Program (YNTEP), has a mandate to contribute to the realisation of these changes. In this paper, using a case study approach, we describe the philosophical intent and corresponding pedagogical and structural features of this program that seeks to support this realization. Further, accounts from a variety of YNTEP stakeholders, including present YNTEP pre-service teachers and graduates now employed as teachers and principals across the arctic, provided accounts of their experiences in enacting this imperative in their current roles. These accounts provided some evidence and evaluation of the efficacy of the role of teacher education in contributing to the decolonization of education in Canada's north. Finally, implications of this research for teacher education providers seeking to support such efforts are considered. Article in Journal/Newspaper Arctic Yukon Directory of Open Access Journals: DOAJ Articles Arctic Yukon |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English Gaelic |
topic |
teacher education decolonising critical pedagogy curriculum change Education L |
spellingShingle |
teacher education decolonising critical pedagogy curriculum change Education L Brian Lewthwaite Mark Connell The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
topic_facet |
teacher education decolonising critical pedagogy curriculum change Education L |
description |
Similar to several other jurisdictions across the arctic, recent developments in Canada’s Yukon Territory draw attention to how political developments have potential for accelerating changes in education that are responsive to Indigenous Peoples’ cultural knowledge systems and practices. In support of this development, the sole teacher education provider in the Yukon, the Yukon Native Teacher Education Program (YNTEP), has a mandate to contribute to the realisation of these changes. In this paper, using a case study approach, we describe the philosophical intent and corresponding pedagogical and structural features of this program that seeks to support this realization. Further, accounts from a variety of YNTEP stakeholders, including present YNTEP pre-service teachers and graduates now employed as teachers and principals across the arctic, provided accounts of their experiences in enacting this imperative in their current roles. These accounts provided some evidence and evaluation of the efficacy of the role of teacher education in contributing to the decolonization of education in Canada's north. Finally, implications of this research for teacher education providers seeking to support such efforts are considered. |
format |
Article in Journal/Newspaper |
author |
Brian Lewthwaite Mark Connell |
author_facet |
Brian Lewthwaite Mark Connell |
author_sort |
Brian Lewthwaite |
title |
The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
title_short |
The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
title_full |
The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
title_fullStr |
The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
title_full_unstemmed |
The Role of Teacher Education in Decolonizing Education in Canada's North: A Yukon Teacher Education Case Study |
title_sort |
role of teacher education in decolonizing education in canada's north: a yukon teacher education case study |
publisher |
University of Aberdeen, School of Education |
publishDate |
2018 |
url |
https://doi.org/10.26203/y1cn-6y41 https://doaj.org/article/3bd649e26595459e9d53d8127ed5d241 |
geographic |
Arctic Yukon |
geographic_facet |
Arctic Yukon |
genre |
Arctic Yukon |
genre_facet |
Arctic Yukon |
op_source |
Education in the North, Vol 25, Iss 1-2, Pp 6-22 (2018) |
op_relation |
https://www.abdn.ac.uk/education/research/eitn/journal/543/ https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 https://doi.org/10.26203/y1cn-6y41 0424-5512 2398-0184 https://doaj.org/article/3bd649e26595459e9d53d8127ed5d241 |
op_doi |
https://doi.org/10.26203/y1cn-6y41 |
_version_ |
1766329385306030080 |