Identity and Knowledge in Indigenous Young Children's Experiences in Canada

Autor/in	Ball, Jessica
Titel	Identity and Knowledge in Indigenous Young Children's Experiences in Canada
Quelle	In: Childhood Education, 88 (2012) 5, S.286-291 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.717866
Schlagwörter	Indigenous Populations; Learning Disabilities; Foreign Countries; Learning Readiness; Canada Natives; American Indians; Cultural Differences; Learning Experience; Academic Failure; Dropouts; American Indian Education; Self Concept; American Indian Culture; Family Programs; Learning Activities + Suchen Sie Ihr Suchwort? Sinti und Roma; Learning handicap; Lernbehinderung; Ausland; Lernbereitschaft; American Indian; Indianer; Kultureller Unterschied; Lernerfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Selbstkonzept; Family program; Familienprogramm; Lernaktivität
Abstract	In Canada, as around the world, large numbers of Indigenous children encounter culturally dissonant learning environments in preschools and schools. Many of these children experience serious challenges, in part because of a striking mismatch between their early learning experiences in the family and community, and the expectations, perceptions, and task demands of non-Indigenous educators. These mismatches undoubtedly contribute to frequent identification of First Nations children as having learning disabilities, and to consequently high rates of early school failure and drop-out (Assembly of First Nations, 2005; Richards, 2008). Thus, it is crucial to understand the ways in which Indigenous children are ready to learn, and to acknowledge the skills, interests, and knowledge they have developed in their families and communities during their early years. This article highlights First Nations children's participation in family and community activities in order to learn such time-honored concepts and skills as the heritage Indigenous language, a literacy of the land, and the right time and place for different kinds of activities and expressions. The discussion emphasizes how these early learning opportunities stimulate First Nations children's cultural identity and spirituality and concludes with how teachers can create a culturally safe environment for building children's self-concepts as capable learners. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10