Learning about place from Indigenous Elders: self-study in social studies education
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 4 July 2024
Issue publication date: 15 August 2024
Abstract
Purpose
This paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.
Design/methodology/approach
The teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.
Findings
Through experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.
Originality/value
This research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.
Keywords
Acknowledgements
This study would not have occurred without the inspiration and support from Indigenous Elders, Jim St. Arnold, from the Keweenaw Bay Indian Community, and Cante Suta and Dr. Barbara Bettelyoun, from the Očhéthi Šakówiŋ. All three shared their wisdom, patience, and humor, and I am eternally thankful for their generosity and trust in me. Additionally, I would like to thank colleagues Michelle Benegas, thought partner during the analysis and writing stages, and Liz Fogarty, lover of children’s literature, both of whom affected my thinking and teaching during the study. Finally, a thank you to colleagues Todd Busch and Elena Gullickson who provided essential feedback for final revisions.
Citation
Trout, M. (2024), "Learning about place from Indigenous Elders: self-study in social studies education", Social Studies Research and Practice, Vol. 19 No. 2, pp. 144-156. https://doi.org/10.1108/SSRP-01-2024-0005
Publisher
:Emerald Publishing Limited
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