ERIC Number: EJ1366296
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2379-3406
EISSN: EISSN-2379-3414
Available Date: N/A
Barriers and Breakthroughs: Engaging in Socially Just Ways towards Issues of Indigeneity, Identity, and Whiteness in Teacher Education
Riley, Tasha; Monk, Sue; VanIssum, Harry
Whiteness and Education, v4 n1 p88-107 2019
Within Australia, The Australian Professional Standard for Teachers' Standard 1.4 dictates that teachers should have an understanding and awareness of the histories, cultures and languages of Aboriginal and Torres Strait Islander peoples. Yet non-Indigenous teachers seem reluctant to integrate Indigenous perspectives in the classroom. This study examines how 142 pre-service teachers' views on a first year Indigenous Education course founded upon a social justice/antiracist framework evolved throughout their first term. The article focuses upon specific aspects of the course that pre-service teachers identified as enabling them to move beyond resistance and towards understanding and confidence in relation to their ability to teach issues related to Indigeneity, whiteness, and identity in their own classrooms. Based on pre-service teacher responses, we provide considerations for the development of future courses addressing Indigeneity in relation to design, implementation and collaboration.
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Indigenous Knowledge, Social Justice, Racial Identification, Whites, Knowledge Base for Teaching, Curriculum Design, Curriculum Implementation, Indigenous Populations
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A