Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom

Autor/inn/en	Kitchen, Julian; Cherubini, Lorenzo; Trudeau, Lyn; Hodson, Janie M.
Titel	Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom
Quelle	In: McGill Journal of Education, 44 (2009) 3, S.355-375 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Teacher Education Programs; Canada Natives; Beginning Teachers; Teacher Role; Cultural Maintenance; Culturally Relevant Education; Phenomenology; Teacher Attitudes; Classroom Environment; Focus Groups; Change Strategies; Educational Change; Reflection + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerrolle; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Klassenklima; Unterrichtsklima; Lösungsstrategie; Bildungsreform
Abstract	This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The paper concludes with suggestions for decolonizing teacher preparation so that Aboriginal teachers are enabled as protectors of Aboriginal culture and brokers with Euro-Canadian culture. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10