Please use this identifier to cite or link to this item:
https://knowledgecommons.lakeheadu.ca/handle/2453/213
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Korteweg, Lisa | - |
dc.contributor.author | Costello, Brooke | - |
dc.date.accessioned | 2012-11-11T00:49:50Z | - |
dc.date.available | 2012-11-11T00:49:50Z | - |
dc.date.created | 2011-03 | - |
dc.date.issued | 2012-11-10 | - |
dc.identifier.uri | http://knowledgecommons.lakeheadu.ca/handle/2453/213 | - |
dc.description.abstract | Current Aboriginal researchers address how Eurocentrism construsts and reinforces a set of normative and oppressive "educational" values that do not recognize or include Indigenous epistemologies. A few studies are emerging that focus on Euro-Canadian teacher educators' attempts to examine their deeply rooted Eurocentrism in order to shift towards decolonizing their practices as well as assist their teacher candidates in doing the same. Little research, however, inquires into the authentic unstructured decolonization of non-Aboriginal in-service teachers. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Teaching | en_US |
dc.subject | Ontario, Northwestern | en_US |
dc.subject | Indians of North America | en_US |
dc.subject | Education | en_US |
dc.subject | Canada | en_US |
dc.subject | Native students | en_US |
dc.subject | Native peoples | en_US |
dc.title | Coming full circle : non-Aboriginal teachers' narratives of their engagement in urban Aboriginal education | en_US |
dc.type | Thesis | en_US |
etd.degree.name | M.Ed. | en_US |
etd.degree.level | Master | en_US |
etd.degree.discipline | Education | en_US |
etd.degree.grantor | Lakehead University | en_US |
Appears in Collections: | Electronic Theses and Dissertations from 2009 |
Files in This Item:
File | Description | Size | Format | |
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CostelloB2012m-1a.pdf | PDF/A - 1a compliance | 1.34 MB | Adobe PDF | View/Open |
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