Search results for: Cultural identity
Page 1/1 7 items
Preservice Teachers’ Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Updated: Nov. 21, 2017
The authors are interested in identifying and understanding community and indigenous strengths of “othered” youth as embedded in social and ecological systems. The authors used an ecological approach to dissect the experiences of “othered” youth through an investigation of their marginalization and assets. Multi-informant data with ten Native Hawaiian adolescents and five teachers and counselors of Native Hawaiian youth were used. The findings revealed five emergent themes: multiple identities, stereotypes, racism, coping strategies for racism, and cultural pride that highlight cultural assets and experiences with being the “other” at school.
Updated: May. 23, 2012
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
The authors report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. This study includes the voices of two other colleagues as critical friends to the discourse to facilitate perspective and completeness. Findings from the study revealed that the sense of being or identity did contribute to pedagogical style, perceptions of and responses to personal and professional challenges, including interactions with colleagues. The authors recommend the use of co-auto-ethnographic self-study with critical friends as an important methodology to guide faculty members as they engage in social justice teaching practices.
Updated: Jan. 30, 2011
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Updated: Nov. 23, 2010
This is a self-study of the author's professional and cultural biography and identity.She uses this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher’s stance. She also examines areas where preservice urban teacher education programs must improve. Her personal recommendations describe experiences that would have better prepared her for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula.
Updated: Dec. 08, 2008
The article seeks to expand pre-service teachers' understanding of cultures, through critical examination of personal cultural backgrounds. The authors share justice oriented teacher teacher oriented teacher education, and analyze preservice teacher awareness of their cultural identities.
Updated: Nov. 24, 2008
This paper reports a self-study of three faculty of colour engaged in teaching a special summer session geared to recruiting people of colour to teaching. Given our past experiences in institutions of higher education, we recognised the unique situation and potential of faculty of colour teaching a class made up almost exclusively of students of colour. We analysed our own reflective writings constructed while teaching the course. Using an emergent grounded research approach to data analysis, we identified common themes, and reconciled ambiguous information until a synthesis was achieved.
Updated: Jan. 27, 2008