Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience

Autor/in	Alonso, Roxana Aguilar
Titel	Responding to Policies That Involve Aboriginal and Torres Strait Islander Students and Content: An International Pre-Service Teacher's Experience
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 10, S.1-17, Artikel 1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Stellungnahme; Ethnography; Preservice Teachers; Pacific Islanders; Ethnic Groups; Indigenous Populations; Epistemology; Mexicans; Foreign Students; Teacher Education Programs; Culturally Relevant Education; Course Content; Student Attitudes; Barriers; Social Theories; Minority Group Students; Foreign Countries; History; Cultural Influences; Cultural Awareness; Educational Experience; Personal Narratives; Political Influences; Power Structure; Australia + Suchen Sie Ihr Suchwort? Ethnografie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Sinti und Roma; Erkenntnistheorie; Mexikaner; Kursprogramm; Schülerverhalten; Gesellschaftstheorie; Ausland; Geschichte; Geschichtsdarstellung; Cultural influence; Kultureinfluss; Cultural identity; Kulturelle Identität; Bildungserfahrung; Erlebniserzählung; Political influence; Politischer Einfluss; Australien
Abstract	Using auto-ethnography, I write my story as Mexican international student in the role of pre-service teacher in Australia. I focus on exploring my socio-political status and its relationship to assuming a position to respond to education policies about working with students from Aboriginal and Torres Strait Islander backgrounds, and teaching Aboriginal and Torres Strait Islander content. I argue that assuming a position to respond to these policies as international pre-service teacher is overlapped with a multi-layered process in which epistemological deliberation occur as a consequence of being in a state of constant position shifting. Anzaldúa's Coyolxauqui imperative and Martin's Relatedness theory are used to analyse the structural conditions that framed the epistemological challenges that I encountered. I suggest a process to support international pre-service teachers who are ethnic minorities to assume a position in relation to these policies. Recommendations for potential further research are outlined. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01