ABSTRACT

We propose that the Indigenizing framework of land education in teacher professional development offers an opportunity to engage the epistemological constraints of white settler teachers. Building off the work of teacher education researchers who examine settler epistemic formations in teachers and document the gaps between euroamerican epistemic understandings of place and Indigenous understandings of place we identify axiological innovations in program design that help unsettle teachers’ sense of place towards an indigenized framework of relationality. We draw from pre and post survey data collected from teachers that participated in a land education teacher professional development (LETPD) workshop conducted in partnership with a local tribal nation. We identify how settler epistemic positions are expressed, the epistemic gaps produced by settler teachers that prevent them from accessing the full scope of LETPD, and document teacher resistance to relational PD as well as beginning efforts toward transformation. Finally, we propose that future LETPDs work towards encouraging epistemic responsibilities that require deep observation, a disinvestment in western science as the single mode of knowledge, valuing non-western expertise, and a shift from nature as external to being in relation to.

摘要

我们认为，教师专业发展中的土地教育本土化框架提供了一个机会，可以参与白人定居者教师的认识论约束。建立在教师教育研究人员的工作基础上，他们研究教师中的定居者认知形式，并记录欧洲对地方的认知认识与地方的认知之间的差距，我们在计划设计中发现了价值论上的创新，这些创新有助于使教师对地方化的本地化框架感到不安。关系。我们从参与与当地部落国家合作举办的土地教育教师专业发展（LETPD）研讨会的教师收集的调查前和调查后数据中得出数据。我们确定定居者的认知立场是如何表达的，定居者教师所产生的认知鸿沟，使他们无法充分利用LETPD，并记录了教师对关系PD的抵制以及开始进行转型的努力。最后，我们建议，未来的LETPD致力于鼓励需要深入观察的认识责任，将西方科学作为一种单一的知识模式进行投资，重视非西方的专业知识，并从自然的外部性向相对性的转变。