Relational Autonomy in Teacher Education

Deepening Teacher Quality through Indigenous and Decolonizing Education

Bibliographic Data

ID21828986
AuthorsNoah Romero (0000-0002-8445-6800, Hampshire College), Nate Koerber (0000-0002-8270-9368, University of Nevada, Reno), Kenneth J Fasching-Varner (0000-0003-1457-8084, University of Nevada, Reno), P G Schrader (0000-0002-4234-5133, University of Nevada, Reno)
Year2023
Volume15
Issue1
Pages57-70
Publication date2023-12-22
Open AccessYes
TypeARTICLE
VenueCultural and Pedagogical Inquiry (JOURNAL)
Journal identifiersISSN: 1916-3460 • E-ISSN: 1916-3460
PublisherUniversity of Alberta Libraries (PUBLISHER)
DOI10.18733/cpi29711
OpenAlexW4390142209
LanguageEN
Citations received1
References cited25

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

Autonomy · Epistemology · Indigenous · Pedagogy · Personhood · Political science · Sociology · Critical Race Theory in Education · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Law · Psychology

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