Moving From the Margins: Culturally safe teacher education in remote northwestern British Columbia

In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous t...

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Bibliographic Details
Published inMcGill journal of education Vol. 47; no. 3; pp. 323 - 343
Main Authors Harrison, Edward B., Lautensach, Alexander K., McDonald, Verna L.
Format Journal Article
LanguageEnglish
Published Faculty of Education, McGill University 2012
McGill Journal of Education
Subjects
Action Research
Affective Objectives
British Columbia
Case Studies
Community Needs
Cultural Maintenance
Culturally Relevant Education
Elementary School Teachers
Elementary Secondary Education
Foreign Countries
Indigenous Knowledge
Indigenous Populations
Preservice Teacher Education
Program Descriptions
Social Justice
Teacher Education Curriculum
Teacher Education Programs
Canada
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Summary:In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program’s contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region’s communities. Culturally safe allocation of space became better understood, affective learning outcomes were recognized as important determinants of cultural safety, and teacher action in classrooms towards cultural safety was scaffolded for various settings.
ISSN:0024-9033
1916-0666
DOI:10.7202/1014862ar