Résumés
Abstract
Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education looks inward rather than forward and outward, we learn to live in the 21st century rather than envision it.
Résumé
Exprimant le point de vue d’un étudiant, cette Note du terrain s’inscrit dans le cadre d’un projet de recherche historique qui implique de futurs enseignants au coeur d’un processus de citoyenneté critique et d’imagination sociale. Cet examen de conscience rend possible une expérience personnelle identitaire, en lien avec l’apprentissage au 21e siècle. Lorsque de futurs enseignants, produits du 21e siècle, abordent l’éducation de manière intime plutôt que détachée ou encore, en se projetant dans le futur, cela permet à tous de vivre pleinement le 21e siècle, plutôt que de simplement l’entrapercevoir.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical note
Rose Doerksen is an elementary educator and researcher, transplanted from Canada’s Pacific Coastline to complete her M.Ed. in Indigenous Education at Lakehead University. Inspired by years of learning with Indigenous children at an Independent First Nations School, Rose’s continued love for her work has brought her inwards to 21st century education.
Bibliography
- Anyon, J. (2005). What “counts” as educational policy? Notes toward a new paradigm. Harvard Educational Review, 75(1), 65-88. Available from http://www.hepg.org/her-home
- Battiste, M., & Henderson, J. Y. (2009). Naturalizing Indigenous knowledge in Eurocentric education. Canadian Journal of Native Education, 32(1), 5-18. Available from http://www.lights.ca/sifc/cjne.htm
- Bishop, R. (2003). Changing power relations in education: Kaupapa Maori messages for “mainstream” education in Aotearoa / New Zealand. Comparative Education, 39(2), 221-238. doi: 10.1080/0305006032000082443
- Cajete, G. (2000). Indigenous knowledge: The Pueblo metaphor of Indigenous education. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 181-191). Vancouver, BC: UBC Press.
- Chickering, A. W., Dalton, J. C., & Stamm, L. (2005). Encouraging authenticity and spirituality in higher education. San Francisco, CA: Jossey-Bass.
- Cloud, J. P. (2010). Educating for a sustainable future. In H. H. Jacobs (Ed.), Curriculum 21: Essential education for a changing world (pp. 168-185). Alexandria, VA: ASCD.
- Conrad, D. (2009). Exploring risky youth experiences: Popular theatre as participatory performative research method. In P. Leavy (Ed.), Method meets art: Arts-based research practices (pp. 162-178). New York, NY: The Guilford Press.
- Fontaine, T. (2010). Broken circle: The dark legacy of Indian residential schools: A memoir. Victoria, BC: Heritage House.
- hooks, b. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
- Lawrence, R. L., & Dirkx, J. M. (2010, September). Teaching with soul: Toward a spiritually responsive transformative pedagogy. Paper presented at the Twenty-ninth Annual Midwest Research-to-Practice Conference in Adult, Continuing, Community and Extension Education, East Lansing, MI.
- McCain, L., Ylimaki, R., & Ford, M. P. (2010). Sustaining the heart of education: Finding space for wisdom and compassion. International Journal of Children’s Spirituality, 15(4), 307-316. doi: 10.1080/1364436X.2010.525624
- Miller, L., & Athan, A. (2007). Spiritual awareness pedagogy: The classroom as spiritual reality. International Journal of Children’s Spirituality, 12(1), 17-35. doi: 10.1080/13644360701266085
- Milloy, J. S. (1999). A national crime: The Canadian government and the residential school system 1879 to 1986. Winnipeg, MB: University of Manitoba Press.
- Munroe, E. A., Borden, L. L., Orr, A. M., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317-337. Retrieved from http://mje.mcgill.ca/article/viewFile/8985/6878
- Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey. San Francisco, CA: HarperOne.
- Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
- Sanford, K. J., Hopper, T. F., & Starr, L. (2015). Transforming teacher education thinking: Complexity and relational ways of knowing. Complicity: An International Journal of Complexity and Education, 13(2), 26-48. Retrieved from https://ejournals.library.ualberta.ca/index.php/complicity/article/view/23817
- Stewart, V. A. (2010). A classroom as wide as the world. In H. H. Jacobs (Ed.), Curriculum 21: Essential education for a changing world (pp. 97-114). Alexandria, VA: ASCD.
- Wolf, S. J. (2012). Critical citizenship, popular theatre, and the social imagination of pre-service teachers. In R. C. Mitchell & S. A. Moore (Eds.), Politics, participation and power relations (pp. 35-49). Rotterdam, NL: Sense.
10.7202/1020974arParties annexes
Note biographique
Rose Doerksen est enseignante au primaire et chercheure. Elle a quitté la côte du Pacifique – au Canada – pour compléter sa maitrise en études autochtones (Indigenous Education) à la Lakehead University. Ses années d’apprentissage auprès des enfants autochtones fréquentant l’Independent First Nations School l’ont inspirée et ont façonné sa passion pour son métier. Elles l’ont aussi amené au coeur de l’éducation du 21e siècle.