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

N. Romero, Nate Koerber, Kenneth J. Fasching-Varner, P.G. Schrader
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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.
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教师教育中的关系自主:通过土著和非殖民化教育深化教师质量
本文通过对土著教育和非殖民化教育的跨国批判性研究,认为关系自主是教师素质的一个关键维度。本文将女权主义对自主性的批判与土著和非殖民化的人格概念相结合,将关系自主性定义为使个人能够采取有原则的行动造福社区的个人和社会因素,当应用于教师教育时,关系自主性帮助我们理解,优秀教师是那些在传递学习的热爱、关爱的道德和责任感的同时,还能干练地支持学生的教师。文章总结了关系自主的优势。文章最后讨论了关系自主如何丰富和非殖民化教师培养计划的概念化、管理和评估工作。
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Tribute to Canute Lloyd Stanford (June 5, 1933 - May 21, 2023) CPI Special Issue: "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times" Applying Culturally Relevant Pedagogy to Online Learning Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education Voices of the Forcibly Displaced: Transition, Resettlement and Education
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