Astrid H Kendrick | University of Calgary (original) (raw)
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Papers by Astrid H Kendrick
Journal of Contemporary Issues in Education , 2024
Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and ... more Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundational knowledge of First Nations, Métis, and Inuit and apply that knowledge in the classroom. Two hundred and forty-seven teachers, both non-Indigenous and Indigenous, responded to a survey, and another 30 participated in follow-up interviews. Results point to challenges and successes that teachers have experienced, the people that support their work, and how the integration of Indigenous knowledges acts as a tool to combat racism against Indigenous Peoples. Although teachers reported increased efficacy in applying a foundational knowledge of Indigenous Peoples, a multicultural perspective prevented some from understanding the unique nature of racism against Indigenous Peoples.
Ethics and Integrity in Teacher Education
This persuasive paper discusses the integration of the Alberta Education slogan, “Engaged thinker... more This persuasive paper discusses the integration of the Alberta Education slogan, “Engaged thinkers and Ethical citizens with an Entrepreneurial spirit” from a lens of critical analysis. Through a governmental structure of managed participation, the educational slogan reflects an intrusion of neo-liberal economic values onto the public education arena that serves to undermine education’s democratic nature. The final section of the paper suggests that educators could take a personal interest in the implementation of the slogan by defining the spirit of their students to ensure that more than economic values valued in educational settings. This paper should be interesting to policy-makers, academics, and school leaders involved in school and curriculum reform. Astrid Kendrick *
Journal of Contemporary Issues in Education , 2024
Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and ... more Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundational knowledge of First Nations, Métis, and Inuit and apply that knowledge in the classroom. Two hundred and forty-seven teachers, both non-Indigenous and Indigenous, responded to a survey, and another 30 participated in follow-up interviews. Results point to challenges and successes that teachers have experienced, the people that support their work, and how the integration of Indigenous knowledges acts as a tool to combat racism against Indigenous Peoples. Although teachers reported increased efficacy in applying a foundational knowledge of Indigenous Peoples, a multicultural perspective prevented some from understanding the unique nature of racism against Indigenous Peoples.
Ethics and Integrity in Teacher Education
This persuasive paper discusses the integration of the Alberta Education slogan, “Engaged thinker... more This persuasive paper discusses the integration of the Alberta Education slogan, “Engaged thinkers and Ethical citizens with an Entrepreneurial spirit” from a lens of critical analysis. Through a governmental structure of managed participation, the educational slogan reflects an intrusion of neo-liberal economic values onto the public education arena that serves to undermine education’s democratic nature. The final section of the paper suggests that educators could take a personal interest in the implementation of the slogan by defining the spirit of their students to ensure that more than economic values valued in educational settings. This paper should be interesting to policy-makers, academics, and school leaders involved in school and curriculum reform. Astrid Kendrick *