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| Autor/in | Madden, Brooke |
|---|---|
| Titel | Coming Full Circle: White, Euro-Canadian Teachers' Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
| Quelle | In: in education, 20 (2014) 1, S.57-81 (25 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1927-6117 |
| Schlagwörter | Indigenous Populations; Teaching Methods; Educational Practices; Canada Natives; Social Justice; Teacher Education; Urban Education; Culturally Relevant Education; Indigenous Knowledge; Cultural Differences; Racial Bias; Whites; Race; Foreign Countries |
| Abstract | This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers' narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers' decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry. (As Provided). |
| Anmerkungen | University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://ineducation.ca/ineducation |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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