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

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.