Indigenous Knowledge, Young Adult Literature, and Teacher Education
Literature as Stories for Education Practice
DOI:
https://doi.org/10.15763/issn.2376-5275.2024.6.2.110-135Keywords:
Indigenous Peoples, Indigenous Young Adult Literature (IYAL), Teacher Candidate (TC), Indigeneity, StandpointAbstract
This paper explores how Indigenous Young Adult Literature (IYAL), offers teacher candidates (TCs) spaces for examining crucial ideas regarding Indigenous knowledge and worldviews. Using IYAL as a pedagogical approach with TCs in education programs is one step toward developing anti-oppressive education practices that work to understand marginalized peoples while also enacting pedagogies “that work against the privileging of certain groups, the normalizing of certain identities, and that make visible these processes” (Kumashiro, 2000, p. 35). By incorporating Indigenous knowledge as story (Rice, 2020), IYAL can be a tool for developing nuanced understandings of Indigenous youth, Indigenous Peoples and communities. Supporting TCs to better attend to the needs of Indigenous youth through IYAL allows for exploring the complexity of youth, identity, and culture of Indigenous Peoples. IYAL can feed the spirits of Indigenous youth in schools, a place that has historically been hostile, violent, and deadly to them. This paper explores how IYAL can further support non-Indigenous teacher candidates to develop better understandings of Indigeneity at large.
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