Fiddling with a Culturally Responsive Curriculum
The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsiv...
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Université d'Ottawa / University of Ottawa
2011
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ftdatacite:10.20381/ruor-4518 2023-05-15T17:12:19+02:00 Fiddling with a Culturally Responsive Curriculum Gluska, Virginia 2011 https://dx.doi.org/10.20381/ruor-4518 http://www.ruor.uottawa.ca/handle/10393/19894 en eng Université d'Ottawa / University of Ottawa Aboriginal Native Metis education culture belonging identity fiddle music culturally responsive curriculum Indigenous Text Thesis article-journal ScholarlyArticle 2011 ftdatacite https://doi.org/10.20381/ruor-4518 2021-11-05T12:55:41Z The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba. Thesis Metis DataCite Metadata Store (German National Library of Science and Technology) |
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DataCite Metadata Store (German National Library of Science and Technology) |
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English |
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Aboriginal Native Metis education culture belonging identity fiddle music culturally responsive curriculum Indigenous |
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Aboriginal Native Metis education culture belonging identity fiddle music culturally responsive curriculum Indigenous Gluska, Virginia Fiddling with a Culturally Responsive Curriculum |
topic_facet |
Aboriginal Native Metis education culture belonging identity fiddle music culturally responsive curriculum Indigenous |
description |
The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba. |
format |
Thesis |
author |
Gluska, Virginia |
author_facet |
Gluska, Virginia |
author_sort |
Gluska, Virginia |
title |
Fiddling with a Culturally Responsive Curriculum |
title_short |
Fiddling with a Culturally Responsive Curriculum |
title_full |
Fiddling with a Culturally Responsive Curriculum |
title_fullStr |
Fiddling with a Culturally Responsive Curriculum |
title_full_unstemmed |
Fiddling with a Culturally Responsive Curriculum |
title_sort |
fiddling with a culturally responsive curriculum |
publisher |
Université d'Ottawa / University of Ottawa |
publishDate |
2011 |
url |
https://dx.doi.org/10.20381/ruor-4518 http://www.ruor.uottawa.ca/handle/10393/19894 |
genre |
Metis |
genre_facet |
Metis |
op_doi |
https://doi.org/10.20381/ruor-4518 |
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1766069105596563456 |