Education Commons^™

Book Review Rural Education In America: What Works For Our Students, Teachers, And Communities, Sunshine L. Brosi, Marilyn M. Cuch, Spencer Spotted Elk, Julie Stevens, Gustavo A. Ovando-Montejo

Journal on Empowering Teaching Excellence

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Book review of Marietta, G. & S. Marietta. (2020). Rural Education in America, What works for our students, teachers, and communities, Harvard Education Press. Statewide faculty teaching in rural Utah review this book and focus on actions to meet the specific needs of their demographic of rural students in rural communities. The reviewer’s reflections on the book developed from a Spring 2022 Empowering Teaching Excellence Learning Circle led by the primary author.

“We Have To Get More Teachers To Help Our Kids”: Recruitment And Retention Strategies For Teacher Education Programs To Increase The Number Of Indigenous Teachers In Canada And Abroad, Laura Landertinger, Danielle Tessaro, Jean-Paul Restoule

Journal of Global Education and Research

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.

Regenerating Teacher Education Programs With Indigenous Knowledge In Idaho, Vanessa Anthony-Stevens, Johanna Jones, Victor Begay

Northwest Journal of Teacher Education

This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to address preservice teachers’ knowledge and dispositions to build understanding and respect for Indigenous ways of knowing and tribal sovereignty in classrooms and schools. We argue that critical, culturally based teacher training programs can prepare competent, equity conscious teachers to address the unique challenges of schools, especially those serving Indigenous youth. Such frameworks are vital acts of social justice education which benefit all students.

Responding To Policies That Involve Aboriginal And Torres Strait Islander Students And Content: An International Pre-Service Teacher's Experience, Roxana Aguilar Alonso

Australian Journal of Teacher Education

Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa’s Coyolxauqui imperative and Martin’s Relatedness …

Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles

Australian Journal of Teacher Education

This paper seeks to explore the risks of providing pre-service teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed while on a three-week practicum around Katherine and in Maningrida in the Northern Territory during 2012. The dangers outlined in this paper relate to the way their experiences continued to be mediated by stereotypes and perpetuating colonial practices. The pre-service teachers’ limited understandings of Indigenous knowledges and languages are discussed before exploring the vexed issue of reverse culture shock that some of the …

Telling Stories And Living Art: Making Room For Social Justice And Diversity In Graduate Education, Four Arrows

Academic Leadership: The Online Journal (2003-2012)

Indigenous scholars discovered that indigenous knowledge is far more than the binary opposite of western knowledge. As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5).