Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation

Autor/inn/en	Hildebrandt, Katia; Lewis, Patrick; Kreuger, Claire; Naytowhow, Joseph; Tupper, Jennifer; Couros, Alec; Montgomery, Ken
Titel	Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation
Quelle	In: Journal of Social Science Education, 15 (2016) 1, S.17-26 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Story Telling; Treaties; History Instruction; Canada Natives; Elementary School Teachers; Researchers; Personal Narratives; Research Projects; Foreign Policy; Technology Uses in Education; Qualitative Research; Participatory Research; Action Research + Suchen Sie Ihr Suchwort? Ausland; Abkommen; History lessons; Geschichtsunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Erlebniserzählung; Forschungsvorhaben; Außenpolitik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Forschungstätigkeit; Projektforschung
Abstract	This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade. The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01