Native Women Teacher Candidates “With Strength”: Rejecting Deficits and Restructuring Institutions

Writer, Jeanette Haynes; Oesterreich, Heather A.

doi:10.1080/01626620.2011.627040

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Support for IKEEP students to decode the intricate web of cultures of power in society and schools helped scholars focus attention on sustaining community, rather than just individual wellbeing (Haynes Writer & Oesterreich, 2011). Critical consciousness through course work and modeling by Indigenous faculty members who would "just name it" also supported IKEEP students to acknowledge hegemony and gain tools to confront the asymmetrical power dynamics prevalent in schools across Indian Country.…”

Section: Nation Building Orientation Among Students: Sustaining and Rmentioning

confidence: 99%

“…IKEEP builds on decades long scholarship, institutional programming, and activism among scholars and community members regarding the need to prepare culturally responsive Indigenous teachers and school leaders for transformative change in Indian Country (Brayboy & Castagno, 2009; Carpluk & Leonard, 2017; Castagno et al, 2015; Demmert, 2001; Faircloth & Tippeconnic, 2013). IKEEP’s effort is one of many across North America that challenge and transform higher education to secure a reality of degreed community based educators through a commitment to honor and strengthen the knowledge and experiences Indigenous teacher candidates bring with them to teacher education (Haynes Writer & Oesterreich, 2011; Jacob et al, 2019; Kulago, 2019; Yunkaporta & McGinty, 2009) and a commitment to transformative educational leadership which affirms and legitimizes Indigenous students’ desires to serve their communities, people, and lands. Because notions of community-based Indigenous educators are rarely recognized by the overwhelming whiteness (Sleeter, 2001) and settler colonial structures (Kulago, 2019) of teacher education, it is important to understand how programs such as IKEEP engage in the contentious work of reimagining education, from the bottom up and top down, to serve the needs of Indigenous youth and communities.…”

Section: Introductionmentioning

confidence: 99%

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Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

Anthony‐Stevens

Mahfouz

Bisbee

2020

Journal of School Leadership

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This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. In doing so, we examine the contentious and local work of reimagining education, from the bottom up and top down, to develop leaders to serve the needs of Indigenous youth and communities through the vehicle of mainstream institutions. With data from a multiyear ethnographic documentation, we examine the experiences of IKEEP program administration, teacher mentors, and students through the conceptual lens of Tribal nation building in higher education. Our findings underscore how teacher education programs at PWIs need to engage in a radical shift toward seeing Indigenous teachers as nation builders and to prioritize the infrastructure and programmatic collaboration to support them and their communities as such.

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Section: Nation Building Orientation Among Students: Sustaining and Rmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

Anthony‐Stevens

Mahfouz

Bisbee

2020

Journal of School Leadership

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Uprooting and Settling In: The Invisible Strength of Deficit Thinking

Sharma

Portelli

2014

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In our neoliberal context, the field of teacher education faces many challenges and tensions. One crucial challenge that arises deals with the tensions of deficit thinking. Regrettably, these tensions are often left unaddressed due to the demanding subjectbased curriculum learning approach in most Bachelor of Education programs. This paper1 examines why deficit thinking, particularly toward "inner-city students," is ethically problematic and inconsistent with creating true democratic education possibilities. This key question is addressed in this paper in four parts: (1) the connection between neoliberalism and public education, (2) the meaning and forms of deficit thinking with respect to teaching, (3) ethical implications of deficit thinking on students’ public school experiences, and (4) a call for a genuine democratic education in teacher education.

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Native Women Teacher Candidates “With Strength”: Rejecting Deficits and Restructuring Institutions

Cited by 2 publications

References 7 publications

Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

Uprooting and Settling In: The Invisible Strength of Deficit Thinking

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