Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy
This thesis explores the development of affective competency in Aboriginal pedagogy through the exploration of the Native Training Institute (NTI), an institute that functioned from 1980 to 1987 in Kamloops, British Columbia. Ten students, two administrators arid one elder were interviewed to explor...
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ftunivbritcolcir:oai:circle.library.ubc.ca:2429/16109 2023-05-15T16:15:28+02:00 Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy Development of affective competency in Aboriginal pedagogy Brown, Francis Lee 2004 15384536 bytes application/pdf http://hdl.handle.net/2429/16109 eng eng For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. Indigenous pedagogy First Nations--Education--Study and teaching First Nations--Healing First Nations--World view Text Thesis/Dissertation 2004 ftunivbritcolcir 2019-10-15T17:52:09Z This thesis explores the development of affective competency in Aboriginal pedagogy through the exploration of the Native Training Institute (NTI), an institute that functioned from 1980 to 1987 in Kamloops, British Columbia. Ten students, two administrators arid one elder were interviewed to explore how the processes of affective education were included in the NTI curriculum. The thesis develops a theory of educational transformation based on the educational principles developed at the Native Training Institute that posits a theory of affective development founded on Aboriginal knowledge, learning identity, values, competencies, ideals and vision. Four arguments for the inclusion of affective education in contemporary curriculum are presented. First, the Indigenous assertion that emotions and values are essential to the decolonization process and therefore necessary for Aboriginal success in the educational environment is defined. Second, the argument of modern European philosophy that affect is more essential to the process of learning than has been previously thought. Third, the recent developments in cognitive science that uphold the Aboriginal world view that thinking and feeling are not only connected but that emotion plays the major role in the functioning of mind and memory. Fourth, the comments of the students from the NTI that the affective aspect of the curriculum at the institute was essential to their learning. Education, Faculty of Educational Studies (EDST), Department of Graduate Thesis First Nations University of British Columbia: cIRcle - UBC's Information Repository |
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University of British Columbia: cIRcle - UBC's Information Repository |
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ftunivbritcolcir |
language |
English |
topic |
Indigenous pedagogy First Nations--Education--Study and teaching First Nations--Healing First Nations--World view |
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Indigenous pedagogy First Nations--Education--Study and teaching First Nations--Healing First Nations--World view Brown, Francis Lee Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
topic_facet |
Indigenous pedagogy First Nations--Education--Study and teaching First Nations--Healing First Nations--World view |
description |
This thesis explores the development of affective competency in Aboriginal pedagogy through the exploration of the Native Training Institute (NTI), an institute that functioned from 1980 to 1987 in Kamloops, British Columbia. Ten students, two administrators arid one elder were interviewed to explore how the processes of affective education were included in the NTI curriculum. The thesis develops a theory of educational transformation based on the educational principles developed at the Native Training Institute that posits a theory of affective development founded on Aboriginal knowledge, learning identity, values, competencies, ideals and vision. Four arguments for the inclusion of affective education in contemporary curriculum are presented. First, the Indigenous assertion that emotions and values are essential to the decolonization process and therefore necessary for Aboriginal success in the educational environment is defined. Second, the argument of modern European philosophy that affect is more essential to the process of learning than has been previously thought. Third, the recent developments in cognitive science that uphold the Aboriginal world view that thinking and feeling are not only connected but that emotion plays the major role in the functioning of mind and memory. Fourth, the comments of the students from the NTI that the affective aspect of the curriculum at the institute was essential to their learning. Education, Faculty of Educational Studies (EDST), Department of Graduate |
format |
Thesis |
author |
Brown, Francis Lee |
author_facet |
Brown, Francis Lee |
author_sort |
Brown, Francis Lee |
title |
Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
title_short |
Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
title_full |
Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
title_fullStr |
Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
title_full_unstemmed |
Making the classroom a healthy place : the development of affective competency in Aboriginal pedagogy |
title_sort |
making the classroom a healthy place : the development of affective competency in aboriginal pedagogy |
publishDate |
2004 |
url |
http://hdl.handle.net/2429/16109 |
genre |
First Nations |
genre_facet |
First Nations |
op_rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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1766001224462630912 |