Literaturnachweis - Detailanzeige
| Autor/in | Hesch, Rick |
|---|---|
| Titel | Aboriginal Teachers as Organic Intellectuals. |
| Quelle | (1990), (45 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Discussion (Teaching Technique); Elementary Secondary Education; Females; Foreign Countries; Higher Education; Indigenous Populations; Multicultural Education; Racial Bias; Social Studies; Teacher Education Programs; Teaching Methods; Canada |
| Abstract | This paper reviews an instructor's experience in teaching a social studies methods course. The course focused on the themes of anti-racist education and critical pedagogy and was taught to a group of eight aboriginal women enrolled in the Saskatchewan Urban Native Teacher Education Program (SUNTEP). SUNTEP is an affirmative action teacher education program for students of Metis ancestry in Saskatchewan. The class encouraged social change by developing preservice teachers into organic intellectuals. Organic intellectuals use the language of their culture to express the real experiences and feelings of their people. Anti-racist education focuses on changing institutions rather than individuals. Critical pedagogy incorporates student experience and lived culture as a curriculum concern, and emphasizes dialogue that organizes knowledge students already possess. Requirements of the class included: (1) a paper analyzing a local education policy based on multicultural assumptions; (2) presentation of a play applying anti-racist theory; (3) construction of a learning center with an anti-racist focus; and (4) a final exam in essay form. Students initially objected to the unconventional approach to the course and were intimidated by the abstract theoreticism of the instructor. Responses on final exams and class evaluations suggest that students experienced personal growth and understood the concepts. (KS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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