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Wednesday, May 13 • 2:05pm - 2:35pm
Disrupting the Norm: Indigenous Pedagogy and Teacher Education

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Disrupting the Norm- Indigenous Pedagogy and Teacher Education

Matters related to Indigenous peoples have come to the national consciousness of Canadians in recent times. This awakening of the nation to the issues relative to Indigenous peoples have reverberated from sector to sector. This recognition that Indigenous matters are consequential to national and community development has implications and disruptions for teacher education programs.
The disruption in teacher education programs are necessary for schools to achieve the following two major goals (a) to educate students in academic and cognitive skills and (b) to educate students to function occupationally and socio-politically in society (Fullan, 1982). To promote a nuanced understanding of Indigenous peoples and adequately address their way of knowing, teacher education programs must position preservice teachers to utilize the appropriate Indigenous pedagogy and ways of knowing in their teaching praxis. Using Fullan’s (1982) construct of change in education, this paper examines the extent to which teacher education programs can play a pivotal role, in bridging the disruption that should occur in teacher education programs.
Facilitating an understanding of Indigenous ways of knowing challenges the fabric of teacher education, where the organization and structure of knowledge systems have followed the Western pattern for centuries. Traditionally, knowledge acquisition has been based, to a great extent, on book knowledge and less on other forms of knowing. This paper examines disruptions to the norm and steps taken by one university, while collaborating with Indigenous peoples on education matters, bringing together different epistemologies and ideologies that influence its teacher education program.


Wednesday May 13, 2020 2:05pm - 2:35pm
Salon E
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