Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context
This case study of undergraduate early childhood education pre-service teachers in an international field experience examines living, working, and studying in a sovereign nation while still “at home” within the United States. In our various roles (researcher, pre-service teacher, faculty mentor), we...
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2019
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ftjger:oai:ojs.pkp.sfu.ca:article/518 2023-05-15T13:28:33+02:00 Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context Heimer, Lucinda Grace Caya, Lynell Lancaster, Paige Saxon, Lauren Wildman, Courtney 2019-09-30 application/pdf https://ger.mercy.edu/index.php/ger/article/view/518 eng eng Mercy College, Dobbs Ferry, New York 10522 https://ger.mercy.edu/index.php/ger/article/view/518/393 https://ger.mercy.edu/index.php/ger/article/view/518 Copyright (c) 2019 Lucinda Grace Heimer, Lynell Caya, Paige Lancaster, Lauren Saxon, Courtney Wildman Global Education Review; Vol. 6 No. 3 (2019): Study Abroad in Teacher Education; 65-83 2325-663X Early childhood teacher education Indigenous education International field experiences Tribal sovereignty Colonization Anishinaabe info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2019 ftjger 2021-12-16T09:11:30Z This case study of undergraduate early childhood education pre-service teachers in an international field experience examines living, working, and studying in a sovereign nation while still “at home” within the United States. In our various roles (researcher, pre-service teacher, faculty mentor), we explored the impact of colonization as we lived and worked with people who are Anishinaabe. We viewed the larger issues that tribal sovereignty brings to education in terms of federal and state standards. Our research focuses on the impact of this cross-cultural field experience on the pre-service teachers’ understanding of self as related to cross-cultural teaching. We employed a reflective multilayered process before, during, and following the field experience, and used qualitative emergent coding methods. Pre-service teachers developed an awareness of their individual comfort zones, recognized the power in strengths-based versus deficit-based approaches, and gained clarity on the cultural role of education and the role of culture in education. With this new knowledge, teachers may be better able to create culturally relevant curriculum and pedagogies in ways that allow for more meaningful connections with students and their families. Article in Journal/Newspaper anishina* Global Education Review (Mercy College, New York) |
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Open Polar |
collection |
Global Education Review (Mercy College, New York) |
op_collection_id |
ftjger |
language |
English |
topic |
Early childhood teacher education Indigenous education International field experiences Tribal sovereignty Colonization Anishinaabe |
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Early childhood teacher education Indigenous education International field experiences Tribal sovereignty Colonization Anishinaabe Heimer, Lucinda Grace Caya, Lynell Lancaster, Paige Saxon, Lauren Wildman, Courtney Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
topic_facet |
Early childhood teacher education Indigenous education International field experiences Tribal sovereignty Colonization Anishinaabe |
description |
This case study of undergraduate early childhood education pre-service teachers in an international field experience examines living, working, and studying in a sovereign nation while still “at home” within the United States. In our various roles (researcher, pre-service teacher, faculty mentor), we explored the impact of colonization as we lived and worked with people who are Anishinaabe. We viewed the larger issues that tribal sovereignty brings to education in terms of federal and state standards. Our research focuses on the impact of this cross-cultural field experience on the pre-service teachers’ understanding of self as related to cross-cultural teaching. We employed a reflective multilayered process before, during, and following the field experience, and used qualitative emergent coding methods. Pre-service teachers developed an awareness of their individual comfort zones, recognized the power in strengths-based versus deficit-based approaches, and gained clarity on the cultural role of education and the role of culture in education. With this new knowledge, teachers may be better able to create culturally relevant curriculum and pedagogies in ways that allow for more meaningful connections with students and their families. |
format |
Article in Journal/Newspaper |
author |
Heimer, Lucinda Grace Caya, Lynell Lancaster, Paige Saxon, Lauren Wildman, Courtney |
author_facet |
Heimer, Lucinda Grace Caya, Lynell Lancaster, Paige Saxon, Lauren Wildman, Courtney |
author_sort |
Heimer, Lucinda Grace |
title |
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
title_short |
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
title_full |
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
title_fullStr |
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
title_full_unstemmed |
Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context |
title_sort |
nations within a nation: cross-cultural field insights in an anishinaabe context |
publisher |
Mercy College, Dobbs Ferry, New York 10522 |
publishDate |
2019 |
url |
https://ger.mercy.edu/index.php/ger/article/view/518 |
genre |
anishina* |
genre_facet |
anishina* |
op_source |
Global Education Review; Vol. 6 No. 3 (2019): Study Abroad in Teacher Education; 65-83 2325-663X |
op_relation |
https://ger.mercy.edu/index.php/ger/article/view/518/393 https://ger.mercy.edu/index.php/ger/article/view/518 |
op_rights |
Copyright (c) 2019 Lucinda Grace Heimer, Lynell Caya, Paige Lancaster, Lauren Saxon, Courtney Wildman |
_version_ |
1766404762567180288 |