This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’ cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns’ descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers’ transformative learning.
Jester, T.E. (2017), "Preparing Culturally Sustaining/Revitalizing Educators: Lessons from Field Experiences in Alaska Native Village Schools", Culturally Sustaining and Revitalizing Pedagogies (Advances in Research on Teaching, Vol. 29), Emerald Publishing Limited, Bingley, pp. 127-146. https://doi.org/10.1108/S1479-368720150000029012
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