دورية أكاديمية
Engaging with Indigenous Perspectives in Mainstream Norwegian Teacher Education: Collaborative Autoethnography as a Path toward Decolonial Indigenization
| العنوان: | Engaging with Indigenous Perspectives in Mainstream Norwegian Teacher Education: Collaborative Autoethnography as a Path toward Decolonial Indigenization |
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| اللغة: | English |
| المؤلفون: | Kristin Gregers Eriksen (ORCID |
| المصدر: | Diaspora, Indigenous, and Minority Education. 2024 18(2):135-148. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Teacher Education, Indigenous Knowledge, Cross Cultural Training, Perspective Taking, Personal Narratives, Autobiographies, Ethnography, Decolonization, Cooperative Learning |
| مصطلحات جغرافية: | Norway |
| DOI: | 10.1080/15595692.2023.2173168 |
| تدمد: | 1559-5692 1559-5706 |
| مستخلص: | This article reports on a collective learning project with the aim of integrating indigenous perspectives in a teacher education program in Norway. The Norwegian educational system is legally obliged to emphasize Sámi perspectives, a strategy that has been described as indigenization. However, inclusion of Sámi perspectives is often done without challenging colonial power-relations. Our project was based on a reading circle engaging with texts by indigenous authors, performing a collaborative autoethnography. The purpose of collaborative autoethnography is not the self-narrative, but a relational process of reflexively critiquing the situatedness of the self. Our collaborative autoethnographic work aimed at disidentifying with ongoing coloniality in academia. Through the article, we share our learnings on how performing autoethnographic work can be a path toward moving ourselves to action for decolonization. We argue that if teacher education is to move toward an indigenization that is decolonial, "unlearning" of epistemological monocultures is vital. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1417974 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1559-5692 1559-5706 |
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| DOI: | 10.1080/15595692.2023.2173168 |