Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education
Comprend des références bibliographiques This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urb...
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Faculty of Education, University of Regina
2014
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fteduq:oai:eduq.info:11515/36341 2023-05-15T13:28:46+02:00 Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education Madden, Brooke 2014 1 fichier PDF Ressource électronique application/pdf https://eduq.info/xmlui/handle/11515/36341 https://ineducation.ca eng eng Faculty of Education, University of Regina in education Vol. 20, Issue 1, Summer 2014 1927-6117 https://ineducation.ca https://eduq.info/xmlui/handle/11515/36341 Étudiant autochtone Autochtones Valeurs d'éducation Pratique éducative Article de périodique 2014 fteduq 2022-08-19T19:39:32Z Comprend des références bibliographiques This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry. Other/Unknown Material anishina* Quebec College Network: ÉDUQ |
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Quebec College Network: ÉDUQ |
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English |
topic |
Étudiant autochtone Autochtones Valeurs d'éducation Pratique éducative |
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Étudiant autochtone Autochtones Valeurs d'éducation Pratique éducative Madden, Brooke Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
topic_facet |
Étudiant autochtone Autochtones Valeurs d'éducation Pratique éducative |
description |
Comprend des références bibliographiques This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry. |
format |
Other/Unknown Material |
author |
Madden, Brooke |
author_facet |
Madden, Brooke |
author_sort |
Madden, Brooke |
title |
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
title_short |
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
title_full |
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
title_fullStr |
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
title_full_unstemmed |
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education |
title_sort |
coming full circle: white, euro-canadian teachers’ positioning, understanding, doing, honouring, and knowing in school-based aboriginal education |
publisher |
Faculty of Education, University of Regina |
publishDate |
2014 |
url |
https://eduq.info/xmlui/handle/11515/36341 https://ineducation.ca |
genre |
anishina* |
genre_facet |
anishina* |
op_relation |
in education Vol. 20, Issue 1, Summer 2014 1927-6117 https://ineducation.ca https://eduq.info/xmlui/handle/11515/36341 |
_version_ |
1765996294740901888 |