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RIP Jim Crow

Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions

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Edited By Virginia Stead

Together we can build enough momentum to see Jim Crow lying silent and still in his grave.
This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy.
RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions.
Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
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Chapter Thirteen: Leading Negotiation: Exploring the Experiences of Aboriginal Teacher Candidates in a Canadian Faculty of Education

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CHAPTER THIRTEEN

Leading Negotiation

Exploring the Experiences of Aboriginal Teacher Candidates in a Canadian Faculty of Education

CARLA DIGIORGIO



Aboriginal education within preservice teacher training is a recent addition to the assortment of courses that teacher candidates must navigate to complete their studies. Research has found that Aboriginal students in many countries are achieving at a lower level than their non-Aboriginal counterparts, and that they need strong teachers to help them overcome this traditional disadvantage (Burgess, 2012a). The disadvantage has been brought about by lower standards and expectations for Aboriginal children. This has transferred to university as well, and as a result there are far fewer Aboriginal students than non-Aboriginals in university and in teacher preparation programs (Maher, 2010).

CHALLENGES TO ABORIGINAL TEACHER CANDIDATES

Many Aboriginal preservice teacher candidates feel a calling to enter the profession to improve life chances for Aboriginal young people (Craven & Mooney, 2000). Research has found that the same pressure or motivation to improve the lives of Aboriginal children does not necessarily exist among non-Aboriginal teacher candidates (Maher, 2012). The challenge for Aboriginal teacher candidates is dealing with the expectation that they represent their people, while maintaining an identity outside of their own community (Deer, 2013). Identity is understood to be an ongoing, evolving choice on the part of each individual, based on their background and past experiences, as well as on their present membership in social communities. However, non-Aboriginal preservice...

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