"They Tell a Story and There's Meaning behind That Story": Indigenous Knowledge and Young Indigenous Children's Literacy Learning

Autor/in	Hare, Jan
Titel	"They Tell a Story and There's Meaning behind That Story": Indigenous Knowledge and Young Indigenous Children's Literacy Learning
Quelle	In: Journal of Early Childhood Literacy, 12 (2012) 4, S.389-414 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798411417378
Schlagwörter	Indigenous Populations; Outcomes of Education; Stakeholders; Literacy Education; Foreign Countries; Oral Tradition; Indigenous Knowledge; Young Children; Disadvantaged Youth; Story Telling; Early Intervention; Preschool Teachers; Emergent Literacy; Knowledge Level; Cultural Influences; Language Usage; Parents; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Lernleistung; Schulerfolg; Ausland; Oral history; Mündliche Überlieferung; Frühe Kindheit; Benachteiligter Jugendlicher; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühleseunterricht; Wissensbasis; Cultural influence; Kultureinfluss; Sprachgebrauch; Eltern; Kanada
Abstract	This research draws on the reflections from group discussions with indigenous families and interviews with early childhood educators and community stakeholders from five First Nations reserve communities in Canada whose young children participate in the national aboriginal Head Start On Reserve (AHSOR) programme. The purpose of the study was to examine the contributions of indigenous knowledge to young indigenous children's literacy learning. In the course of this examination what became clear is that there is a greater set of literacy activities in these families than is recognized by early learning settings. Further, there is a literacy orientation within their indigenous knowledge systems that, draws on oral tradition, land-based experiences and ceremonial practices that, when linked to the discourses of schooling and literacy, provide the basis for improving educational outcomes for indigenous children and families, whose relationship with schooling has been historically troubled. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10