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ERIC Number: EJ1180098
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0161-956X
The Importance of Community Knowledge in Learning to Teach: Foregrounding Maori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice
Fickel, Letitia; Abbiss, Jane; Brown, Liz; Astall, Chris
Peabody Journal of Education, v93 n3 p285-294 2018
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Maori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Maori educational aspirations. In this article we describe a preservice teacher education program co-constructed with our local Maori community that foregrounds Maori cultural knowledge. We focus particularly on two signature features of the program, a co-constructed framework for teacher growth and development and community-based learning experiences, highlighting the ways that these features engage preservice teachers in learning through Maori epistemological perspectives and pedagogies. We conclude by reflecting on the generative nature of engaging community expertise and knowledge to create contextually meaningful learning experiences for preservice teachers that support their development as culturally responsive teachers.
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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A