La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.

La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.