“All of this is whitewashed, all of this is colonized”:  Exploring Impacts of Indigenous Young Adult Literature on Teacher Candidates Perceptions of Indigenous Peoples

Joaquin Muñoz

doi:10.14288/ce.v15i3.186811

“All of this is whitewashed, all of this is colonized”

Exploring Impacts of Indigenous Young Adult Literature on Teacher Candidates Perceptions of Indigenous Peoples

Authors

Joaquin Muñoz University of British Columbia

DOI:

https://doi.org/10.14288/ce.v15i3.186811

Keywords:

Indigenous Cultures, Indigenous Peoples, Indigenous Young Adult Literature, Settler Colonialism, Teacher Education, Teacher Candidates

Abstract

This paper explores the impacts of using Indigenous young adult literature with teacher candidates at a liberal arts university to develop their competence in Indigenous topics and issues. Research on the use of young adult literature for examining race, culture, and equity has shown the efficacy of the genre in supporting student learning in teacher education programs. The present study expands on this work and explores the use of Indigenous young adult literature texts to support student learning and understanding of the issues, identities, and experiences particular to Indigenous Peoples with attention to both historical and contemporary forms of settler colonialism. Through the analysis of 26 student interviews and an array of classroom artifacts, including student writing, class discussion notes, visual art projects, and reflective memos, students provided crucial insights into the need for deeper engagement with Indigenous topics.

Author Biography

Joaquin Muñoz, University of British Columbia

Joaquin Muñoz obtained his Ph. D. from University of Arizona and is currently a faculty member in the Department of Curriculum and Pedagogy at The University of British Columbia in Vancouver, BC. He grew up on the Pascua Yaqui Indian Reservation in Arizona, where he learned early on about the complicated issues of race, culture, history, and oppression. His research focuses on Indigenous Education and teacher education, with a focus on supporting teachers to be effective when working with diverse Indigenous populations, through cultural awareness, critical pedagogy practices, and culturally responsive pedagogy. Muñoz has spent the past decade developing skills for this work by using methods that include Indigenous Circle Work, the Theatre of the Oppressed, various forms of art, dialogue and literacy tools. He also consults with schools internationally, working on anti-racist education, cultural competency and culturally responsive approaches in the U.S., Germany, Israel and Mexico.

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Published

2024-08-01

Issue

Vol. 15 No. 3 (2024)

Section

Articles

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