Indigenous Primary School Teachers' Reflections of Cultural Pedagogy -- Developing Positive Social Skills and Increased Student Self-Awareness in the Modern Day Classroom

Autor/inn/en	Eady, Michelle J.; Woolrych, Tracey J.; Green, Corinne A.
Titel	Indigenous Primary School Teachers' Reflections of Cultural Pedagogy -- Developing Positive Social Skills and Increased Student Self-Awareness in the Modern Day Classroom
Quelle	In: Multicultural Education Review, 13 (2021) 3, S.211-228 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eady, Michelle J.) ORCID (Woolrych, Tracey J.) ORCID (Green, Corinne A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1964263
Schlagwörter	Elementary School Teachers; Diversity; Faculty; Indigenous Populations; Canada Natives; Foreign Countries; Indigenous Knowledge; Cultural Influences; Culturally Relevant Education; Social Influences; Empathy; Student Diversity; Teacher Role + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Academic Staff; Lehrkörper; Sinti und Roma; Ausland; Cultural influence; Kultureinfluss; Sozialer Einfluss; Empathie; Lehrerrolle
Abstract	School classrooms worldwide consist of a diversity of cultures. Teachers in these classrooms play key roles in the preparation of students not only in terms of their academic and career readiness, but also in their understanding of how to socially navigate communities. In remote areas where communities rely on their culture and social norms to guide behaviours to sustain a flourishing culture and community, non-academic life skills become part of the focus of teaching. This paper shares a portion of research investigating cultural self-perceptions of both Canadian Indigenous primary school students and their teachers. These Indigenous educators in remote communities reveal culture's important role in teaching that impacts children's social development. The data provides a perspective rarely investigated that shares the practices of these Indigenous teachers. Their cultural and societal expectations lead to encouraging other teachers in various global contexts to reflect on their own teaching practices, cultural identities, and non-academic life skill pedagogies. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01