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

Abstract

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.