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    How can non-native teachers develop culturally responsive programs in remote First Nations communities? : learning from the experts

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    OskineegishM2013m-1b.pdf (800.9Kb)

    Date

    2014-01-22

    Author

    Oskineegish, Melissa

    Degree

    M.Ed.

    Discipline

    Education

    Subject

    Aboriginal education
    First Nations educators
    Non-Native teachers
    Holistic education
    Teaching in an isolated community

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    Abstract

    There are a growing number of scholars who argue that statistics alone do not provide an accurate depiction of Aboriginal education and instead focus on successful education practices in Aboriginal communities and schools. I add to this discussion by focusing on the teaching practices of experienced First Nations educators and non-­Native allies who have successfully created lessons and programs that have developed First Nations students' academic skills while remaining culturally relevant. The main question within this thesis is: What do experienced educators (First Nations and allies) believe that non-­Native teachers should know about planning and teaching First Nations students in remote communities in northern Ontario? Results gathered through semi-­structured interviews are presented in four sections that connect student success with: who the teacher is; cultural integration through language and land; professional characteristics and willingness to learn; and the development of culturally responsive lessons and evaluation practices. The findings encourage educators to re-­evaluate their pedagogical framework to create a learning environment that places First Nations epistemology in the forefront for successful education to develop.

    URI

    http://knowledgecommons.lakeheadu.ca/handle/2453/517

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