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https://knowledgecommons.lakeheadu.ca/handle/2453/517
Full metadata record
DC Field | Value | Language |
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dc.contributor.advisor | Berger, Paul | - |
dc.contributor.author | Oskineegish, Melissa | - |
dc.date.accessioned | 2014-01-22T16:41:31Z | - |
dc.date.available | 2014-01-22T16:41:31Z | - |
dc.date.created | 2013-01 | - |
dc.date.issued | 2014-01-22 | - |
dc.identifier.uri | http://knowledgecommons.lakeheadu.ca/handle/2453/517 | - |
dc.description.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. | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Aboriginal education | en_US |
dc.subject | First Nations educators | en_US |
dc.subject | Non-Native teachers | en_US |
dc.subject | Holistic education | en_US |
dc.subject | Teaching in an isolated community | en_US |
dc.title | How can non-native teachers develop culturally responsive programs in remote First Nations communities? : learning from the experts | 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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OskineegishM2013m-1b.pdf | 800.98 kB | Adobe PDF | View/Open |
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