Cognition, affect and relationality: experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand

Andreotti, Vanessa; Fa'afoi, Amosa; Sitomaniemi-San, Johanna; Ahenakew, Cash

doi:10.1080/13613324.2012.759920

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Andreotti's (2016) framework may help educators and researchers have a glimpse of the magnitude of the task of imagining beyond our colonial historical legacies in terms of configurations of thought, affect, and in(ter)dependence (Andreotti, Fa'afoi, Sitomaniemi-San, & Ahenakew, 2014). It prompts us to move from sense-making to sense-sensing, displacing the centrality of Western reasoning.…”

Section: The Limits Of the Modern Subjectmentioning

confidence: 99%

Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being

Ahenakew¹

2016

International Review of Qualitative Research

Self Cite

124

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This article examines issues that arise when Indigenous epistemologies are interpreted through non-Indigenous ontologies in research settings. I use the concept of grafting to refer to the act of transplanting ways of knowing and being from a context where they emerge naturally to a context where they are artificially implanted. I start exploring this context through a poem that outlines the difficulties Indigenous people tend to face when inhabiting academic spaces whose architecture is built on the violent historical foundations of modernity. Next, I briefly outline critiques of recognition and inclusion in political and educational spheres to highlight how liberal discourses have tended to offer only conditional forms of integration that support dominant ways of thinking by presenting them as benevolent and inclusive. I then turn to a discussion of the implications of this analysis for Indigenous research methodologies. I conclude with tentative suggestions for further work in this area.

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Section: The Limits Of the Modern Subjectmentioning

confidence: 99%

Grafting Indigenous Ways of Knowing onto Non-Indigenous Ways of Being

Ahenakew¹

2016

International Review of Qualitative Research

Self Cite

124

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“…Boutte (2018) argued the need for scaffolding TCs development and underscored the depth of transformation teacher educators desire from TCs who have grown up in predominantly segregated spaces with deficit framings of Black, Brown, and Indigenous communities. de Oliveira Andreotti et al (2014) challenged TCs with texts that exposed the colonization of knowledge and educational practice in several geographic contexts. This literature depicted that primarily White TCs come to teacher education programs with varying degrees of understanding around world views different than their own and depict programmatic efforts to build their readiness to engage a multiplicity of knowledge within their future teaching.…”

Section: Resultsmentioning

confidence: 99%

Mapping the Indigenous Postcolonial Possibilities of Teacher Preparation

Lees,

Ryan,

Muñoz

et al. 2023

Journal of Teacher Education

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In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.’s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.

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