Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia
In accordance with its institutional mandate, the University of Northern British Columbia has entered into partnerships of various types with both rural and urban Aboriginal communities. This article describes the processes of building partnerships between Aboriginal communities and the University a...
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ftubcjournals:oai:ojs.library.ubc.ca:article/195866 2023-05-15T16:16:16+02:00 Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia Evans, Mike McDonald, James Nyce, Deanna 2021-10-21 application/pdf http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866 https://doi.org/10.14288/cjne.v23i2.195866 eng eng UBC Faculty of Education http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866/191832 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866 doi:10.14288/cjne.v23i2.195866 Copyright (c) 2021 Canadian Journal of Native Education Canadian Journal of Native Education; Vol. 23 No. 2 (1999) 0710-1481 10.14288/cjne.v23i2 Curriculum Development info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2021 ftubcjournals https://doi.org/10.14288/cjne.v23i2.195866 https://doi.org/10.14288/cjne.v23i2 2023-01-04T07:51:04Z In accordance with its institutional mandate, the University of Northern British Columbia has entered into partnerships of various types with both rural and urban Aboriginal communities. This article describes the processes of building partnerships between Aboriginal communities and the University at the levels of both institutions and persons. We argue that the success of these collaborations has been enhanced by overtly participatory methodologies, but recognize thatthese methodologies have been constrained by factors outside the collaboration pro cess. We suggest that successful participatory partnerships must begin with a pro cess of communication where all parties outline their assumptions, limitations, and objectives. Claims by non-First Nations researchers and institutions engaged in participatory processes to be disinterested or simply facilitating the goals of the Aboriginal Nations with whom they work run the risk of continuing colonial relationships rather than eroding such relationships through participatory processes. Article in Journal/Newspaper First Nations Open Access Journal Hosting (University of British Columbia) |
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Open Access Journal Hosting (University of British Columbia) |
op_collection_id |
ftubcjournals |
language |
English |
topic |
Curriculum Development |
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Curriculum Development Evans, Mike McDonald, James Nyce, Deanna Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
topic_facet |
Curriculum Development |
description |
In accordance with its institutional mandate, the University of Northern British Columbia has entered into partnerships of various types with both rural and urban Aboriginal communities. This article describes the processes of building partnerships between Aboriginal communities and the University at the levels of both institutions and persons. We argue that the success of these collaborations has been enhanced by overtly participatory methodologies, but recognize thatthese methodologies have been constrained by factors outside the collaboration pro cess. We suggest that successful participatory partnerships must begin with a pro cess of communication where all parties outline their assumptions, limitations, and objectives. Claims by non-First Nations researchers and institutions engaged in participatory processes to be disinterested or simply facilitating the goals of the Aboriginal Nations with whom they work run the risk of continuing colonial relationships rather than eroding such relationships through participatory processes. |
format |
Article in Journal/Newspaper |
author |
Evans, Mike McDonald, James Nyce, Deanna |
author_facet |
Evans, Mike McDonald, James Nyce, Deanna |
author_sort |
Evans, Mike |
title |
Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
title_short |
Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
title_full |
Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
title_fullStr |
Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
title_full_unstemmed |
Acting Across Boundaries in Aboriginal Curriculum Development: Examples from Northern British Columbia |
title_sort |
acting across boundaries in aboriginal curriculum development: examples from northern british columbia |
publisher |
UBC Faculty of Education |
publishDate |
2021 |
url |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866 https://doi.org/10.14288/cjne.v23i2.195866 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Canadian Journal of Native Education; Vol. 23 No. 2 (1999) 0710-1481 10.14288/cjne.v23i2 |
op_relation |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866/191832 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195866 doi:10.14288/cjne.v23i2.195866 |
op_rights |
Copyright (c) 2021 Canadian Journal of Native Education |
op_doi |
https://doi.org/10.14288/cjne.v23i2.195866 https://doi.org/10.14288/cjne.v23i2 |
_version_ |
1766002107939291136 |