Culturally Responsive Pedagogy: Indigenizing Curriculum

Autor/inn/en	Ragoonaden, Karen; Mueller, Lyle
Titel	Culturally Responsive Pedagogy: Indigenizing Curriculum
Quelle	In: Canadian Journal of Higher Education, 47 (2017) 2, S.22-46 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Culturally Relevant Education; Canada Natives; Introductory Courses; Foreign Countries; Indigenous Knowledge; World Views; Holistic Approach; College Curriculum; Well Being; Mentors; Interviews; American Indian Education; Longitudinal Studies; Mixed Methods Research; American Indian Students; College Freshmen; Skill Development; Interpersonal Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Einführungskurs; Ausland; World view; Weltanschauung; Holistischer Ansatz; Well-being; Wellness; Wohlbefinden; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienanfänger; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia's Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina's University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students' perspectives. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-high
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01