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Teaching with Indigenous Commonsense : = Indigenizing Teacher Practice.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching with Indigenous Commonsense :/
Reminder of title:	Indigenizing Teacher Practice.
Author:	Snyder, James.
Description:	1 online resource (125 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798841742654

Teaching with Indigenous Commonsense : = Indigenizing Teacher Practice.
Snyder, James.

Teaching with Indigenous Commonsense :Indigenizing Teacher Practice. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--University of Oregon, 2022.

Includes bibliographical references

Teaching topics on Indigenous people and culture can be challenging for educators in K-12 classrooms for a multitude of reasons. This dissertation examines the epistemological complexities that teaching Indigenous identity, cultural teachings, and futurities are met with in mainstream classrooms. In the early chapters, I spend time describing what I mean by using the phrase Indigenous commonsense. The core of this idea is that teaching and learning only occurs in relation to others, otherwise it has no context, and without context it has no meaning or significance. Learning in a good way requires ensuring the health of those relationships (Merculieff & Roderick, 2013; Wilson, 2008). However, even the most well-intentioned educators who do provide Indigenous standpoints in their teaching (authors, invited guest, contemporary perspectives) seldom account for how the processes through which Western epistemology filter and constrain how Indigenous people and teachings can be "known" by learners. In this study I was compelled to provide an analysis' for how challenging teaching Indigenous topics are when attempting to be answerable to the goal of unsettling the influences of colonialism. To do this, I offered stories of classroom experiences shared by Indigenous educators.In chapter IV I looked at what some basic inclusion of Indigenous perspectives would mean in a middle school English Language Arts curriculum. This chapter analyzes the ways in which curriculum can be answerable to interrupting the multiple colonial epistemic maneuvers that attempt to confine Indigenous people's identities and cultural memories. In chapter V I examined the process for how, in many cases, Indigenous epistemologies come to be "known" through Western epistemological reading habits. This research was prompted by an interview with an Indigenous educator who shared the story of their experience of reading Indigenous philosophical texts in a graduate course with majority non-Native students. The primary purpose of this analysis was to invite educators to contemplate, through the acts of remembering or forgetting, who's or what futurity their chosen curriculum and teaching method is manifesting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798841742654Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

IndigenizationIndex Terms--Genre/Form:

554714
Electronic books.

Teaching with Indigenous Commonsense : = Indigenizing Teacher Practice.
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