Keywords
Indigenous education, tribal sovereignty, teacher education. education policy
Abstract
This paper examines movements in educational policy to address the inequitable schooling experiences of American Indian youth. We look specifically at recent policy revisions to teacher education standards in the state of Idaho which intend to address preservice teachers’ knowledge and dispositions to build understanding and respect for Indigenous ways of knowing and tribal sovereignty in classrooms and schools. We argue that critical, culturally based teacher training programs can prepare competent, equity conscious teachers to address the unique challenges of schools, especially those serving Indigenous youth. Such frameworks are vital acts of social justice education which benefit all students.
DOI
10.15760/nwjte.2020.15.3.3
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/34466
Recommended Citation
Anthony-Stevens, Vanessa; Jones, Johanna; and Begay, Victor
(2020)
"Regenerating Teacher Education Programs with Indigenous Knowledge in Idaho,"
Northwest Journal of Teacher Education: Vol. 15
:
Iss.
3
, Article 3.
DOI: https://doi.org/10.15760/nwjte.2020.15.3.3