Reflecting on culture in the classroom: complexities of navigating third spaces in teacher education

• Main Author: Stevenson, B. (Blair)
• Other Authors: Andreotti, V. (Vanessa), Räsänen, R. (Rauni), Muller-Wille, L. (Ludger)
• Format: Doctoral or Postdoctoral Thesis
• Language: English
• Published: Oulun yliopisto 2011
• Subjects: Inuit; action research; cultural competency; intercultural learning; teacher education; third space; inuiitti; kolmas tila; kulttuurikompetenssi; monikulttuurikasvatus; opettajankoulutus; toimintatutkimus; Canada; Kativik; Nunavik; inuit
• Online Access: http://urn.fi/urn:isbn:9789514295638

Abstract The goal of this research is to develop a research process that explores the role Inuit teachers play in the development of Inuit culture in the classroom. A participatory action research approach was used with the objectives of: (1) examining how Inuit teachers view their cultural role; and (2) exploring how Inuit teachers teach their culture. Research activities were grounded in Indigenous education, intercultural learning and postcolonial theories. From this frame of reference, two project activities were developed in partnership with the Kativik School Board in Nunavik, Canada: a teacher training course and a teacher survey. The teacher training course attempted to create a ‘third space’ in which decolonization could be discussed and teachers could reflect about cultural influences on their own practice. The teacher survey constructs a ‘snap-shot’ of Inuit teacher perspectives on the topic of Inuit culture in their classrooms. Analysis of data involved qualitative methodologies including content analysis for the course and a series of verification interviews with senior stakeholders. A quantitative approach was used for analysis of the teacher survey. Data suggest that Inuit culture is being taught in classrooms; however few opportunities exist for Inuit teachers to discuss the implications of their practice. Conclusions point to the need for further development of Inuit-specific and Inuit-led research spaces — third spaces — in which Inuit culture can be articulated, and reflected upon. Limiting factors exist, however, with regard to how these spaces can be developed including language used for dialogue, authority within the space and length of time for dialogue. Decolonizing cultural competency is introduced in concert with third space theory as a pathway toward articulating collaborative research spaces in which Inuit can work in their own language and construct Inuit-specific strategies and content to decolonize their educational systems. Tiivistelmä Tämän tutkimuksen tavoite on paneutua ...