Third Spaces and Video-Stimulated Recall: An Exploration of Teachers' Cultural Role in an Indigenous Education Context

Autor/in	Stevenson, Blair
Titel	Third Spaces and Video-Stimulated Recall: An Exploration of Teachers' Cultural Role in an Indigenous Education Context
Quelle	In: Educational Action Research, 23 (2015) 2, S.290-305 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2014.990986
Schlagwörter	Video Technology; Teacher Role; Recall (Psychology); Content Analysis; Communities of Practice; Teacher Education; Action Research; Researchers; Indigenous Populations; Canada Natives; Foreign Countries; Eskimos; Reflective Teaching; Teaching Methods; Teacher Attitudes; Eskimo Aleut Languages; English; Language Usage; Cultural Awareness; Indigenous Knowledge; Culturally Relevant Education; Power Structure; Faculty Development; Questionnaires; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lehrerrolle; Abberufung; Inhaltsanalyse; Community; Lehrerausbildung; Lehrerbildung; Projektforschung; Researcher; Forscher; Sinti und Roma; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; English language; Englisch; Sprachgebrauch; Cultural identity; Kulturelle Identität; Fragebogen
Abstract	This paper explores the use of video-stimulated recall as a reflective approach for supporting the development of third spaces in action research. The concept of third spaces is used as a conceptual descriptor of the specific intercultural context and relations between the researcher and participants present within the project. The paper summarizes findings drawn from an action research project conducted in partnership with an Inuit school board from northern Québec, Canada. The research goal was to explore the cultural role of teachers in the classroom during a unique teacher training course delivered as part of the project. Course work was structured using a stimulated recall procedure with teachers recording their own classroom practice with the use of video. Based on a content analysis of data drawn from project documentation, teachers' cultural role can be seen as: agents of cultural development; facilitators of cultural transmission; and translators of traditional knowledge. Findings suggest that the establishment of a self-reflective community of practice and "third space" point to the use of video-stimulated recall as a promising procedure for facilitating dialogue in third spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01