This article is part of a transnational collaboration between Indigenous scholars concerned about the provincialization of Indigenous struggles within modern metaphysics. This can be seen at work in notions of land as property, tribe as (modern) nation, and sovereignty as anthropocentric agency grounded on rational choice. Drawing on critiques of modernity articulated by Latin American scholars, as well as Indigenous scholars exploring the limits of current forms of political resistance, we argue that this modern metaphysics generates a form of politics that neglects an important existential dimension of Indigenous heritages. We use Indigenous education as an example to affirm that epistemic provincialization has been both necessary and problematic in the current context. We argue that the limitations of strategies for recognition, representation and redistribution need to be complemented by existential insights that can revitalize possibilities of existence based on ancestral wisdom and on the urgency of considering our shared fate in a finite planet facing unprecedented challenges.

Beyond epistemic provincialism: De-provincializing Indigenous resistance

KEY POINTS • Culturally responsive pedagogy is understood and implemented in many ways. • Understanding the nature of effective relationships is foundational. • The metaphors of partnership and mana ōrite can each contribute to our understandings about learning relationships. • Building from learners’ own prior knowledge and experiences is essential. • Some things that we do in the name of cultural responsiveness may appear quite differently to our learners. • This situation is often embedded in power relationships: The question of who thinks they must—or indeed have the right to—define the other. • Understanding what these relationships and this pedagogy are not can sometimes help clarify what they are.

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Cultural Relationships for Responsive Pedagogy: A Bicultural Mana Orite Perspective.

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findin...

The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation, reflection, and co-construction in rehearsals of practice

............................................................................................................. iii Acknowledgements .............................................................................................. v Table of contents ................................................................................................. vii List of Figures ...................................................................................................... ix Chapter 1 – Introduction ....................................................................................... 1 1.

Teacher Otherness in Early Childhood Education: Rethinking uncertainty and difference through a Kristevan lens

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of ‘rehearsals’ of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from a larger study into rehearsals of practice, this article illustrates how teacher educator modelling of instructional activities with in-the-moment coaching can provide opportunities for professional noticing of culturally responsive teaching practices. Such opportunities were identified across seven videos of rehearsals of practice in which teacher educator pairs modelled and coached mathematics teaching. Examples are discussed in relation to facilitation of professional noticing and two aspects of a framework of ‘cultural competencies’ for teachers of indigenous Māori learners. Implications include enhanced equity of access to mathematics learning through pre-service teachers being able to notice, discuss, and use culturally responsive teaching practices.

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Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

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Jen McLeod

Papers

Special Interest Group report: Tātaiako: Cultural competencies for teachers of Māori learners