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What Does a Culturally Responsive Indigenous Teacher Candidate's WHAT DOES A CULTURALLY RESPONSIVE INDIGENOUS TEACHER CANDIDATE’S EXTENDED PRACTICUM LOOK LIKE: PERSPECTIVES OF COLLEGE FIELD SUPERVISORS AND ADMINISTRATORS A Dissertation submitted to the College of Graduate and Postdoctoral Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Educational Administration University of Saskatchewan Saskatoon By Margaret Leslie Martin © Copyright Margaret Leslie Martin, August, 2020. All rights reserved. PERMISSION TO USE In presenting this dissertation in partial fulfillment of the requirements for a Doctoral Degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor who supervised my dissertation work or, in their absence, by the Head of the Department of Educational Administration or the Dean. It is understood that any copying or publication or use of this dissertation or parts thereof for financial gain shall not be allowed without written permission from the author. It is also understood that due recognition shall be given to the author and to the University of Saskatchewan in any scholarly use which may be made of any material in my dissertation. Requests for permission to copy or make use of materials in this dissertation, in whole or in part, should be addressed to: Head of the Department of Educational Administration University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1 Canada OR Dean College of Graduate and Postdoctoral Studies University of Saskatchewan 116 Thorvaldson Building, 110 Science Place Saskatoon, Saskatchewan S7N 5C9 Canada i ABSTRACT To increase the educational success of Indigenous students and work towards a just society, it is essential to increase the presence of Indigenous teachers within the teaching profession and school systems in Saskatchewan. By focusing on one teacher education program at a western Canadian university, my research aim was to discover what a culturally responsive Indigenous teacher candidate’s extended practicum looks like from college field supervisors’ and administrators’ perspectives. The assumption of the research is that such a discovery will help animate more invitational and culturally affirming extended practica experiences for Indigenous students and assist more Indigenous teacher candidates in joining the teaching profession. Using a constructivist framework, I conducted semi-structured interviews to access the insights of a purposefully-selected group of participants who, as college field supervisors and administrators, had extensive experience working with Indigenous teacher candidates within extended practica. A focus of the research was to determine the extent to which the concept of ethical space, as articulated by Ermine (2007), was present in extended practica and school systems. Findings of the study identified an extended practica model undergoing profound change as a response to identified needs for greater cultural responsiveness both within post-secondary institutions and Pre-K-12 schools in Saskatchewan. Findings also delineated varying levels of cultural responsiveness within the schools where Indigenous teacher candidates practice, the persistence of significant barriers to Indigenous teacher candidates’ success, and a continued need for cultural and psycho-social supports at the post-secondary levels to maximize the prospects of success for Indigenous teacher candidates. Additionally findings highlight the need for ongoing reflexivity on the part of all those involved in teacher education, to acknowledge and mitigate the persistence of deficit perspectives within education systems. ii ACKNOWLEDGEMENTS I would like to extend most sincere gratitude to Dr. Michael Cottrell, who guided and encouraged me through the research and learning process. I would also like to acknowledge the Department of Educational Administration and my committee for their time, patience and expertise. Thank you to the College of Education for being leaders in the field of education and allowing me the opportunity to research a topic that holds great interest to me. iii DEDICATION To my family, Rick, Liam and Everett, and my friends for their support. And to my golden retrievers, Charlie, Henry and Duke, who were with me on this journey. iv TABLE OF CONTENTS PERMISSION TO USE ................................................................................................................... i ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iii DEDICATION ............................................................................................................................... iv LIST OF TABLES ....................................................................................................................... viii LIST OF FIGURES ..................................................................................................................... viii CHAPTER ONE ............................................................................................................................. 1 INTRODUCTION TO THE RESEARCH ..................................................................................... 1 Purpose Statement ........................................................................................................................... 2 Significance of the Study ............................................................................................................ 3 Contributions to the Field and Research Questions .................................................................... 5 Eliminating the Education Debt .................................................................................................. 6 Operating in a Western Eurocentric Value Set ......................................................................... 12 Teacher Education and Indigenization ...................................................................................... 13 The Ethical Space of Engagement ............................................................................................ 16 School Climate ......................................................................................................................... 16 Description of the Study ........................................................................................................... 17 Summary ................................................................................................................................... 18 Definition of Terms....................................................................................................................... 18 Delimitations ................................................................................................................................. 25 Limitations .................................................................................................................................... 25 My Story, Assumptions and Reflexivity ....................................................................................... 26 Organization of the Dissertation ................................................................................................... 29 CHAPTER TWO .......................................................................................................................... 31 LITERATURE REVIEW ............................................................................................................. 31 Overview of Research ............................................................................................................... 33 Culturally Responsive Programming – Prevailing Worldviews ................................................... 34 Background and Definition ....................................................................................................... 35 The Need to Move Forward ...................................................................................................... 38 Theorizing Teacher Education and White Privilege ................................................................. 38 Consciousness-Raising ............................................................................................................. 40 Indigenous Pedagogy .................................................................................................................... 42 v Reconciling Value Sets ............................................................................................................. 43 The Role of Adult Educators .................................................................................................... 45 Why Change is Essential .......................................................................................................... 48 Teacher Candidate Extended Practica Experiences ...................................................................... 51 The Role of the Cooperating Teacher ....................................................................................... 51 The Classroom Environment .................................................................................................... 54
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