Indigenous Teachers and Learners: Higher Education and Social Justice.
Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher‐learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the...
| Publicado en: | Anthropology & Education Quarterly Vol. 49; no. 2; pp. 201 - 210 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher‐learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices that contribute to multiple approaches toward social justice among Indigenous educators, community‐based educational practitioners, Indigenous students, and Indigenous‐serving higher education stakeholders. |
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