First Nations Education : Curriculum Action Research for Change ...
Responding to Article 13 of the United Nations Declaration on the Rights of Indigenous Peoples (United Nations 2008), this research centred on the mobilization of Indigenous knowledge and epistemologies through the creation of Indigenous curriculum resource materials for an intermediate classroom in...
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| Format: | Text |
| Language: | English |
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The University of British Columbia
2018
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| Online Access: | https://dx.doi.org/10.14288/1.0368679 https://doi.library.ubc.ca/10.14288/1.0368679 |
| Summary: | Responding to Article 13 of the United Nations Declaration on the Rights of Indigenous Peoples (United Nations 2008), this research centred on the mobilization of Indigenous knowledge and epistemologies through the creation of Indigenous curriculum resource materials for an intermediate classroom in a First Nations school. This research is crucial because there is a gap between talking about Indigenous Knowledges and the transmission of Indigenous Intellectualism. Indigenous scholarship is now focused on developing Indigenous theoretical models to support identity resurgence, epistemologies, and practices within First Nations communities. This research integrates three Indigenous philosophical stances: Red Pedagogy, Resurgence, Radical Indigenism and four Stó:lō principles: Sxwōxwiyám [Ancient Narratives], Shxwelí [Understanding of Life-force], Shxwélméxwelh [Life-ways], Xwelméxwqel [The Language] to establish the framework for a theoretical model of Indigenous curriculum design (S'iwesá:ylhem [Teachings for ... |
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