Review of Indigenous Teacher Training Using Community-Based Adult Education: Implications for Technology and Outsider Educators

Autor/in	Saunders, Anne
Titel	Review of Indigenous Teacher Training Using Community-Based Adult Education: Implications for Technology and Outsider Educators
Quelle	In: Diaspora, Indigenous, and Minority Education, 6 (2012) 4, S.230-241 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2012.715102
Schlagwörter	Educational Technology; Adult Education; Empowerment; Nonformal Education; Community Education; Indigenous Populations; Indigenous Knowledge; Literature Reviews; Culturally Relevant Education; Teacher Education; Training Methods; Training Objectives; Interprofessional Relationship; Guidelines; Foreign Countries; Indigenous Personnel; Bangladesh; Burma; Cambodia; Philippines + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Non-formal education; Non formal education; Nichtformale Bildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Sinti und Roma; Lehrerausbildung; Lehrerbildung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Richtlinien; Ausland; Bangladesch; Kambodscha; Philippinen
Abstract	Worldwide there are critical shortfalls of teachers, particularly in Indigenous communities. This article considers the use of nonformal education (NFE) in the form of community-based adult education (CBAE) for Indigenous teacher training to meet this need. Drawing on a literature search of Indigenous CBAE initiatives, some of the challenges and common characteristics are identified along with advantages with respect to Indigenous ownership, culturally based curriculum, and community empowerment. By its very nature, CBAE has implications for the Indigenous community's decisions about educational technology and for relationships with outsider educators. Discussion about this generates questions and guidelines to promote self-evaluation by outsider educators who, the author suggests, will find themselves in new roles and relationships. (Contains 5 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10