Literaturnachweis - Detailanzeige
| Autor/inn/en | Anthony-Stevens, Vanessa; Griño, Paulina |
|---|---|
| Titel | Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas |
| Quelle | In: Association of Mexican American Educators Journal, 12 (2018) 2, S.92-120 (29 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2377-9187 |
| DOI | 10.24974/amae.12.2.396 |
| Schlagwörter | American Indians; Teacher Attitudes; Faculty Development; Ethnography; Culturally Relevant Education; Cultural Maintenance; American Indian Culture; Teaching Methods; Criticism; Self Concept; American Indian Languages; Self Determination; Foreign Countries; Bilingual Education; Teacher Education; Language Maintenance; Program Descriptions; Minority Group Teachers; Mexico |
| Abstract | This study examines the experiences of Indigenous Mexican educators following their participation in a transborder professional development initiative aimed at strengthening Indigenous Mexican education. Using qualitative and ethnographic methodologies, this article is guided by the following research questions: How do former participants in "Transformación Docente," a U.S.-based and funded professional development program, conceptualize and enact culturally sustaining and revitalizing pedagogy in their practice? And how have their perceptions of pedagogy been impacted by their participation in "Transformatión Docente"? The findings challenge the hegemony of development agendas through multi-sited critique of top-down Intercultural-Bilingual Education policy and analyze on-the-ground enactments of Indigenous education. Findings reveal transborder professional development supported opportunities for Indigenous educators to: (1) legitimize Indigenous identities, (2) further Indigenous language agendas, and (3) rethink inclusion and relationality in teaching. This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces. The study's implications further discussions of Indigenous survivance, and demonstrate the significance of transborder Indigenous dialogues to advance Indigenous struggles for self-determination. (As Provided). |
| Anmerkungen | Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
