Readiness to Teach for Cultural Inclusivity and Sustainable Learning: Views of Preservice Primary Teachers in Fiji

Autor/inn/en	Nayasi, Kasanita; Qabale, Ilisapeci; Tagimaucia, Varanisese; Chand, Satish Prakash
Titel	Readiness to Teach for Cultural Inclusivity and Sustainable Learning: Views of Preservice Primary Teachers in Fiji
Quelle	In: Issues in Educational Research, 32 (2022) 3, S.1020-1044 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nayasi, Kasanita) ORCID (Qabale, Ilisapeci) ORCID (Tagimaucia, Varanisese) ORCID (Chand, Satish Prakash)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; Cultural Awareness; Inclusion; Sustainable Development; Preservice Teachers; Readiness; Elementary School Teachers; Student Attitudes; Culturally Relevant Education; Democratic Values; Elementary School Curriculum; Preservice Teacher Education; Educational Environment; Indigenous Knowledge; Pacific Islanders; Fiji + Suchen Sie Ihr Suchwort? Ausland; Cultural identity; Kulturelle Identität; Inklusion; Nachhaltige Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Fidschi
Abstract	Fiji's formal education system continues to be Eurocentric, and cultural democracy is a frequent source of contention in schools. This research investigated how culturally inclusive and sustainable learning environments can be fostered through culturally democratic classrooms, culturally relevant content and culturally responsive pedagogies. Data was collected through questionnaires and talanoa, and subjected to quantitative and narrative analysis. The study showed that culturally democratic classrooms, culturally relevant and responsive pedagogies, and skills for enhancing the usefulness of cultural knowledge are significantly lacking in Fiji classrooms. It also showed that democratic and culturally relevant, inclusive, and responsive classrooms necessitate a shift from the traditional colonial learning environment toward one that values cultural diversity, acknowledges multiple perceptions and diverse paradigms, and values critical thinking as well as social and cultural responsibility. The study recommends that the Ministry of Education, Heritage and Arts review the Fiji primary school curriculum and make it more culturally inclusive for teachers and students. The study also suggests that teacher education institutions should include cultural democracy, culturally relevant and responsive teaching, culturally inclusive pedagogies and resources, and training for lecturers on how to use them in their courses. They should also add more vernacular courses to their programs. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01