Transforming pedagogies: pre-service reflections on learning and teaching in an Indigenous world
Through personal narratives, pre-service teachers recount their experiences from a course based in Indigenous pedagogy within the Faculty of Education at the University of Victoria. These narratives were drawn from the assigned daily reflection journals of pre-service teachers. They highlight how their personal understandings of teaching and learning were transformed. In the context of a Lekwungen and Liekwelthout pole carving course, they developed a deep understanding of the Indigenous concepts of Celhcelh - the development of a sense of responsibility for personal learning within the context of a learning community; Kat'il'a - the act of becoming still - slowing down, despite an ingrained and urgent need to know and desire for busy-ness; Cwelelep - the discomfort and value of being in a place of dissonance, uncertainty and anticipation; and Kamucwkalha - the energy current that indicates the emergence of a communal sense of purpose. The writers share their personal reflections of these concepts and how they affected their views of teaching and learning.
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Document Type: Research Article
Affiliations: University of Victoria, Canada
Publication date: March 1, 2007