Cross-cultural partnerships: acknowledging the “equal other” in The Rural/Urban American Indian Teacher Education Program
Cross-cultural partnerships: acknowledging the “equal other” in The Rural/Urban American Indian Teacher Education Program
复制标题
跨文化伙伴关系：承认农村/城市美国印第安人教师教育计划中的“平等他人”
DOI：
10.1016/s0742-051x(99)00021-9
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Joseph H. Suina
中科院分区：
文献类型：
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作者：
Laura B. Smolkin;Joseph H. Suina
本文介绍了一个描述的农村/城市美国印第安教师教育计划，根据布伯（1970年）。我和你纽约：斯克里布纳）平等他人的概念。它的特点是在每一个可能的水平-大学教师，导师教师和学生教师的跨文化伙伴关系。该方案的目标有两个方面：培养更多的美洲印第安人教师和加强“白色、女性、单语者”的文化准备（Zeichner，1992年）。教育教师促进文化多样性。东兰辛，密歇根州：国家教师学习研究中心）代表大多数教师教育候选人的候选人。看看该计划的一些成功和失败，以及其独特的特点，可能会帮助那些寻求强调背景和文化的非正式教学情况。
This paper presents a description of The Rural/Urban American Indian Teacher Education Program, based on Buber's (1970. I and thou. New York: Scribner) notion of the equal other. It featured cross-cultural partnerships at every possible level – university faculty, mentor teachers, and student teachers. The program's goals were two-fold: the preparation of more American Indian teachers and the culturally enhanced preparation of the “white, female, monolingual” (Zeichner, 1992. Educating teachers for cultural diversity. East lansing, MI: National Center for Research on Teacher Learning) candidates who represent the majority of teacher education candidates. A look at some of the successes and failures of the program, as well as its distinctive features, may aid those seeking to stress context and culture in preservice teaching situations.