Reimagining teacher education with Indigenous wisdom traditions

• Author(s) / Creator(s)

  • Donald, Dwayne

• SSHRC IG awarded 2023: Canadians have recently been engaged in an intensified confrontation with colonial history and the systemic oppression of Indigenous peoples. Growing awareness of this troubling history has resulted in the creation of required Indigenous content courses in teacher education programs across the country. These courses usually conform to conventional understandings of teaching and learning that share information 'about' Indigenous peoples, but often fail to provide meaningful and transformational contributions to teacher education programs. The fundamental problem is that educational practices continue to be dominated by colonial worldview that blocks opportunities to learn 'from' Indigenous peoples. Colonial worldview is founded on relationship denial and proclaims Euroheritage knowledge insights to be of most worth. In light of this persistent and ongoing problem, the fundamental contention guiding this proposal is that Indigenous knowledge insights will only be engaged in their fullness if teacher education programs undergo a transformational shift in how teaching and learning are understood and performed. The research process will attend to the experiences of the educators, conceptualize place-specific pedagogical models for unlearning colonialism, create deliberative research hubs that bring diverse groups of people together at each location, and identify innovative research-informed teaching practices that reimagine teacher education with Indigenous wisdom traditions. The research process will animate a curricular and pedagogical vision for teacher education programs that draws specific inspiration from Treaty teachings and kinship relationality.

• Date created

  2022-10-27

• Subjects / Keywords

  • Insight Grant
  • IG
  • SSHRC
  • Curriculum
  • Pedagogy
  • Teacher Education
  • Indigenous Wisdom
  • Unlearning Colonialsim
  • Indigenous
  • Canada

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/r3-vfwz-8p11

• License

  ©️Donald, Dwayne. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2031.