Culturally Responsive Pedagogy: Indigenizing Curriculum

• Published in: Canadian Journal of Higher Education
• Main Authors: Ragoonaden, Karen, Mueller, Lyle
• Format: Article in Journal/Newspaper
• Language: English
• Published: Canadian Society for the Study of Higher Education 2017
• Subjects: First Nations
• Online Access: https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187963; https://doi.org/10.47678/cjhe.v47i2.187963

This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives. Cette recherche souligne l’effet d’une pédagogie culturellement adaptée en contexte d’un cours universitaire de première année. La conception et l’élaboration du cours ont été informées par une collaboration entre les communautés autochtones environnantes , Aboriginal Programs and Services et la Faculté d’éducation de la University of British Columbia, Okanagan campus. Par opposition aux discours magistraux, des cercles d’apprentissage ont appuyé l’enseignement de nouveaux concepts et ont facilité l’utilisation progressive des compétences nouvellement acquises. Dans le cadre d’une recherche longitudinale, trois thèmes identifiant l’importance des cercles d’apprentissage, le mentorat par paire et le rapport entre étudiant-professeur ont été identifiés. L’article présente également le contenu d’entrevues ...