Abstracts
Abstract
Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education looks inward rather than forward and outward, we learn to live in the 21st century rather than envision it.
Résumé
Exprimant le point de vue d’un étudiant, cette Note du terrain s’inscrit dans le cadre d’un projet de recherche historique qui implique de futurs enseignants au coeur d’un processus de citoyenneté critique et d’imagination sociale. Cet examen de conscience rend possible une expérience personnelle identitaire, en lien avec l’apprentissage au 21e siècle. Lorsque de futurs enseignants, produits du 21e siècle, abordent l’éducation de manière intime plutôt que détachée ou encore, en se projetant dans le futur, cela permet à tous de vivre pleinement le 21e siècle, plutôt que de simplement l’entrapercevoir.
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Appendices
Biographical note
Rose Doerksen is an elementary educator and researcher, transplanted from Canada’s Pacific Coastline to complete her M.Ed. in Indigenous Education at Lakehead University. Inspired by years of learning with Indigenous children at an Independent First Nations School, Rose’s continued love for her work has brought her inwards to 21st century education.
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10.7202/1020974arAppendices
Note biographique
Rose Doerksen est enseignante au primaire et chercheure. Elle a quitté la côte du Pacifique – au Canada – pour compléter sa maitrise en études autochtones (Indigenous Education) à la Lakehead University. Ses années d’apprentissage auprès des enfants autochtones fréquentant l’Independent First Nations School l’ont inspirée et ont façonné sa passion pour son métier. Elles l’ont aussi amené au coeur de l’éducation du 21e siècle.