Surveying Student/Intern Teachers for Their Development of Equity Literacy via Indigenous Epistemology

Bibliographic Data

ID9733109
AuthorsRichard Orozco (0000-0003-4280-9185, University of Arizona, Tucson, AZ, corresponding author)
Year2025
Volume54
Issue5
Pages258-263
Publication date2025-06-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251321414
OpenAlexW4407810372
LanguageEN
References cited17

Creating equitable classrooms is difficult for many preservice teachers. Addressing this challenge includes helping them understand what equity is and recognizing how teaching practices contribute to (in)equitable learning environments. This investigation describes how one teacher education program approaches helping students by employing an Indigenous epistemology, Nahui Ollin, to develop students’ equity literacy. This work describes how students perceive understanding of equity literacy to be assisted by studying Nahui Ollin

Equity (law · Faculty Development · Indigenous · Literacy · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Psychology

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