Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case
In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a hi...
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Language: | English |
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Language and Literacy Researchers of Canada
2017
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Online Access: | https://doi.org/10.20360/G2CT05 https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29340 |
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fttriple:oai:gotriple.eu:YAZd-_4eQFlUGcR2Jkijy 2023-05-15T16:15:32+02:00 Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case Anderson, Jim Horton, Laura Kendrick, Maureen McTavish, Marianne 2017-07-06 https://doi.org/10.20360/G2CT05 https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29340 en eng Language and Literacy Researchers of Canada doi:10.20360/G2CT05 10670/1.s08bok https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29340 Language and Literacy Language and Literacy; Vol. 19 No. 2 (2017): Exploring Language, Literacy, and Identity Connections through Play-Based Education in Rural, Remote, and Indigenous Communities; 20-32 1496-0974 edu anthro-se Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2017 fttriple https://doi.org/10.20360/G2CT05 2023-01-22T17:52:08Z In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder’s demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children’s taking up and appropriating cultural knowledge such as the elder shared in this case. Article in Journal/Newspaper First Nations Unknown Canada Language and Literacy 19 2 20 |
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edu anthro-se |
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edu anthro-se Anderson, Jim Horton, Laura Kendrick, Maureen McTavish, Marianne Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
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edu anthro-se |
description |
In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder’s demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children’s taking up and appropriating cultural knowledge such as the elder shared in this case. |
format |
Article in Journal/Newspaper |
author |
Anderson, Jim Horton, Laura Kendrick, Maureen McTavish, Marianne |
author_facet |
Anderson, Jim Horton, Laura Kendrick, Maureen McTavish, Marianne |
author_sort |
Anderson, Jim |
title |
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
title_short |
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
title_full |
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
title_fullStr |
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
title_full_unstemmed |
Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case |
title_sort |
children’s funds of knowledge in a rural northern canadian community: a telling case |
publisher |
Language and Literacy Researchers of Canada |
publishDate |
2017 |
url |
https://doi.org/10.20360/G2CT05 https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29340 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Language and Literacy Language and Literacy; Vol. 19 No. 2 (2017): Exploring Language, Literacy, and Identity Connections through Play-Based Education in Rural, Remote, and Indigenous Communities; 20-32 1496-0974 |
op_relation |
doi:10.20360/G2CT05 10670/1.s08bok https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29340 |
op_doi |
https://doi.org/10.20360/G2CT05 |
container_title |
Language and Literacy |
container_volume |
19 |
container_issue |
2 |
container_start_page |
20 |
_version_ |
1766001301532966912 |