Abstract
This paper considers the sense of epistemic isolation that white teachers do and can ex- perience and acknowledges the value of Indigenous life and Indigenous epistemologies. The paper identifies howitisimportantthatteachereducationprogramsinremoteandIndigenoussettingscreate opportunities for preservice teachers to undertake authentic practicum experiences. The discussion alsoillustratestheimpactthatpreserviceteachereducationprogramscanhaveonteacheremployment and retention in Indigenous settings. The paper finally asserts the quality of the experience for both preservice teachers and Indigenous participants.
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