Life on the Reservation: Cross-Cultural Field Experiences and Student Learning

Autor/inn/en	Richardson, Belinda Conrad; Dinkins, Elizabeth G.
Titel	Life on the Reservation: Cross-Cultural Field Experiences and Student Learning
Quelle	In: AILACTE Journal, 11 (2014) 1, S.57-72 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Culturally Relevant Education; Critical Thinking; Undergraduate Students; Self Concept; Teacher Role; American Indians; American Indian Education; Partnerships in Education; Cross Cultural Training; Tribally Controlled Education; Experiential Learning; Theory Practice Relationship; Social Change; Teacher Education; American Indian Reservations; Cultural Awareness; Colleges; South Dakota + Suchen Sie Ihr Suchwort? Kritisches Denken; Selbstkonzept; Lehrerrolle; American Indian; Indianer; Hochschulpartnerschaft; Interkulturelle Orientierung; Experiental learning; Erfahrungsorientiertes Lernen; Theorie-Praxis-Beziehung; Sozialer Wandel; Lehrerausbildung; Lehrerbildung; Indianerreservat; Cultural identity; Kulturelle Identität; College; Hochschule; Fachhochschule; South-Dakota
Abstract	Twenty-first century classrooms are filled with increasingly diverse student populations. Effective teacher preparation programs must include explicit course work in culturally responsive pedagogies and field experiences that place educators in new sociocultural contexts. Field experiences in cross-cultural, place-based settings have the potential to help educators recognize injustice and develop empowering practices (Baldwin, Buchanan, & Rudisill, 2007; Greenwood, 2008; Smith, 2007; Smith & Sobel, 2010). In this article, we describe our recent collaboration with Oglala Lakota College (OLC) and the Center for American Indian Research and Native Studies (CAIRNS) to provide both undergraduate teacher candidates and graduate students with rich, field-based cross-cultural experiences. We discuss the research and theories shaping this collaboration and describe the formation of these partnerships. Student learning in both the undergraduate and graduate field experiences indicates how spending intensive time in a unique cultural setting can promote critical thinking about the self, the world, and the role of educators in creating change. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01