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Abstract

In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.

Item Type:	Article
Authors/Creators:	Beasy, K and Hunter, MA and Hicks, D and Pullen, D and Brett, P and Thomas, D and Reaburn, R and Baker, W and Fan, F and Cruickshank, V and Stephenson, E and Hatisaru, V
Keywords:	education for sustainability, sociocracy, trauma-informed practice, Indigenizing curriculum, unlearning
Journal or Publication Title:	Journal of the Scholarship of Teaching and Learning
Publisher:	Indiana University
ISSN:	1527-9316
DOI / ID Number:	https://doi.org/10.14434/josotl.v21i4.32757
Copyright Information:	Copyright © 2021 The Trustees of Indiana University. This work is licensed under a Creative Commons Attribution 4.0 International License. (https://creativecommons.org/licenses/by/4.0/)
Related URLs:	Google Scholar: Beasy, K UTAS Profile: Beasy, K Google Scholar: Hunter, MA UTAS Profile: Hunter, MA Google Scholar: Pullen, D UTAS Profile: Pullen, D Google Scholar: Brett, P UTAS Profile: Brett, P Google Scholar: Reaburn, R UTAS Profile: Reaburn, R Google Scholar: Baker, W UTAS Profile: Baker, W Google Scholar: Fan, F UTAS Profile: Fan, F Google Scholar: Cruickshank, V UTAS Profile: Cruickshank, V UTAS Profile: Stephenson, E
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