Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education

Authors

DOI:

https://doi.org/10.18733/cpi29711

Abstract

Drawing from transnational and critical studies in Indigenous and decolonizing education, this paper argues for relational autonomy as a key dimension of teacher quality. Bridging feminist critiques of autonomy and Indigenous and decolonial conceptions of personhood, it defines relational autonomy as the personal and social factors that allow individuals to take principled action to benefit their communities when applied to teacher education, relational autonomy helps us understand that good teachers are those who ably support students while transmitting a love of learning, an ethic of care, and a sense of responsibility. The article summarizes the strengths of relational autonomy. The article concludes by discussing how relational autonomy might enrich and decolonize efforts to conceptualize, administer, and evaluate teacher preparation programs going forward.

Author Biographies

Noah Romero, Hampshire College

Noah Romero, PhD, is an Assistant Professor of Native American and Indigenous Studies at Hampshire College, USA. A former Postdoctoral fellow at the University of Nevada, Las Vegas, Dr. Romero earned his PhD from Waipapa Taumata Rau (University of Auckland), Aotearoa (New Zealand), in critical studies in education and Māori and Indigenous education. Bridging ethnic studies and education, his research examines how dispossessed and deterritorialized people redefine learning and identity in subcultural contexts.

Nate Koerber, University of Nevada

Nathan Koerber, PhD, is a Postdoctoral Scholar at the University of Nevada, Las Vegas. Nate Koerber is a Chicago native who earned his undergraduate degree at the University of Iowa, and then served as a K-12 English, Second Language instructor in Colorado, before earning his doctorate at the University of Tennessee-Knoxville. His research focuses on policy implementation, policy analysis, policy evaluation, as well as how to best support emergent multilingual students.

Kenneth J. Fasching-Varner, University of Nevada

Kenneth Fasching-Varner, PhD, is the Associate Dean for Academic Programs and Initiatives and a Professor in the Teaching and Learning Department at the University of Nevada, Las Vegas. Dr. Varner's initiatives include a cutting edge annual language teaching exchange and conference in Chile, as well as international partnerships in Germany, Croatia, Argentina, and Australia. Varner's scholarly expertise and interest center on the intersections of identity and difference in globalized contexts, with attention to the language and literacy practices of individuals and communities.

P.G. Schrader, University of Nevada

P. G. Schrader, PhD, is Chair and Professor of educational technology in the department of Teaching and Learning at the University of Nevada, Las Vegas (UNLV). The co-coordinator for doctoral programs for the department, and assessment coordinator for STEM on UNLV’s Gear-Up project, Dr. Schrader is also a research scientist in the Center for Research, Evaluation, and Assessment at UNLV. Schrader’s recent work involves learning in technology rich, immersive environments across the disciplines.

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Cover Photo for this Issue of Cultural and Pedagogical Inquiry by Guest Editor Kim Koh.

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Published

2023-12-22

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Vol. 15 No. 1 (2023): All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times

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Articles, Illustrations and Verse

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