Fostering a Sense of Belonging for Aboriginal Students

Autor/in	Denbow, Allisa
Titel	Fostering a Sense of Belonging for Aboriginal Students
Quelle	In: BU Journal of Graduate Studies in Education, 7 (2015) 2, S.19-26 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Indigenous Populations; Canada Natives; Culturally Relevant Education; Student Needs; Student School Relationship; Teacher Education Programs; Teacher Competencies; Program Effectiveness + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Schüler-Lehrer-Beziehung; Lehrkunst
Abstract	The Canadian educational system is at a crossroads when it comes to embracing the future of Aboriginal people. Over the years, researchers have reported on the poor performance of Aboriginal students due to the effects of Eurocentric teaching pedagogies and culturally irrelevant curricula that do not reflect Aboriginal culture, language, values, or worldviews. Literature reviewed throughout this paper highlights the significance of integrating Aboriginal perspectives in school curricula and of fostering a sense of belonging. The literature examines four themes: past Eurocentric teaching models and the encompassing effects that they have had on Aboriginal students, changes needed to prepare teacher candidates for teaching Aboriginal content, inclusion of Aboriginal content in classroom teaching, and positive effects that inclusion of Aboriginal content has had for Aboriginal people. The paper concludes with suggestions for further research that will address what is missing in education for Aboriginal youth today with regard to self-identity and sense of belonging. (As Provided).
Anmerkungen	Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01