Student, Parent, and Teacher Perspectives on Reconciliation-Related School Reforms

Autor/inn/en	Milne, Emily; Wotherspoon, Terry
Titel	Student, Parent, and Teacher Perspectives on Reconciliation-Related School Reforms
Quelle	In: Diaspora, Indigenous, and Minority Education, 17 (2023) 1, S.54-67 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2022.2042803
Schlagwörter	Student Attitudes; Parent Attitudes; Teacher Attitudes; Educational Change; Foreign Countries; Program Implementation; Indigenous Populations; Multicultural Education; Learning Activities; Educational Policy; Social Discrimination; Elementary School Students; Junior High School Students; Elementary School Teachers; Junior High School Teachers; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Elternverhalten; Lehrerverhalten; Bildungsreform; Ausland; Sinti und Roma; Multikulturelle Erziehung; Lernaktivität; Politics of education; Bildungspolitik; Soziale Benachteiligung; Soziale Schließung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers' ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples' among non-Indigenous students to prevent discrimination. These tensions can undermine schools' capacities to advance reconciliation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01