The perceptions of knowledge and learning of Amazonian indigenous teacher education students

Veintie, Tuija; Holm, Gunilla

doi:10.1080/17457823.2010.511443

Cited by 12 publications

(2 citation statements)

References 27 publications

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“…Ethnographic data were collected through participant observation and by conducting interviews and taking photographs during group activities. Photography has proved to be an innovative way to communicate when interviewer and interviewees do not have a substantial basis for communication in a common language (Veintie and Holm 2010). With the help of the photographs, interviewees can remember situations that they have participated in and they can also communicate using gestures and the words they have.…”

Section: Taking An Ethnographic Approachmentioning

confidence: 99%

Adult Language Education and Migration

Simpson¹,

Whiteside²

2015

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Adult Language Education and Migration: Challenging Agendas in Policy andPractice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today's mobile populations. This book:• analyses and challenges language education policies relating to adult migrants in nine countries; • provides a comparative study with separate chapters on policy and practice in each country; • focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US.Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts.

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Section: Taking An Ethnographic Approachmentioning

confidence: 99%

Adult Language Education and Migration

Simpson¹,

Whiteside²

2015

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“…In this study the data drawn from observation provide detailed descriptions of classroom situations, other everyday practices and "key events" (Fetterman, 2010, p. 99) such as the "Monday morning assembly", whereas the interview data and the photographic data describe the participants' thinking in verbal and visual ways (Veintie & Holm, 2010). Together this methodological triangulation between observation, interviewing, and photography provides a "thick description" (Geertz 1973) of the everyday incidents and participants' views.…”

Section: Methodsmentioning

confidence: 99%

Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador (Colonialidad y Justicia Cognitiva: Reinterpretando la Educación Formal para los Pueblos Indígenas del Ecuador) (pp. 45-60)

Veintie

2013

IJME

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This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenouscontext. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning assembly," a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice. ------------------------------------------------------------------------------------------------------------Este artículo examina la educación intercultural bilingüe como reterritorialización del modelo occidental globalizado para la educación formal dentro del contexto de las comunidades indígenas ecuatorianas. Esta reterritorialización se explora en el artículo a través del estudio de dos casos del Instituto Educativo de Maestros EIB. El primer caso discute el intento de romper con las formas de pensamiento y conocimiento en la instrucción de las ciencias occidentales. En el segundo caso, el análisis de una de las juntas del día lunes da una clara muestra sobre las negociaciones que se llevan a cabo para la adopción de las costumbres occidentales en la rutina diaria de la comunidad educativa. El estudio muestra cómo se mantienen los efectos de la colonización a pesar de los esfuerzos hechos para el logro de una justicia social y cognitiva. (Este artículo se ofrece solamente en inglés.) (This article is provided in English only.) ---------- Coloniality and Transnational Connections

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Visual Ethnography in Education

Holm

2018

The Wiley Handbook of Ethnography of Education

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The perceptions of knowledge and learning of Amazonian indigenous teacher education students

Cited by 12 publications

References 27 publications

Adult Language Education and Migration

Adult Language Education and Migration

Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador (Colonialidad y Justicia Cognitiva: Reinterpretando la Educación Formal para los Pueblos Indígenas del Ecuador) (pp. 45-60)

Visual Ethnography in Education

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