Pedagogical pathways for Indigenous education with/in teacher education

Abstract

This manuscript explores the central question: According to teacher educators, what are prevailing pedagogical pathways to engage Indigenous education with/in Faculties of Education? Review of 23 studies that represent international perspectives anchors analysis of the underlying theoretical assumptions, purpose, and goals of teacher educators' approaches, as well as the central themes and pedagogical methods that are featured. Four pedagogical pathways that wind, meet, and diverge are organized and examined: Learning from Indigenous traditional models of teaching, Pedagogy for decolonizing, Indigenous and anti-racist education, and Indigenous and place-based education. The implications of tracing a fulsome network of Indigenous education for programs of teacher education and research in this emergent field are highlighted.