Exploring conceptions of disability held by Anishinaabe secondary school students
After a century of using schooling to denigrate Indigenous populations, Canada’s Indigenous communities were granted self-governance over schooling in 1982. In the wake of self-governance, special education remains largely unreformed, caused in part by assumed universality. This research therefore e...
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ftunivcam:oai:www.repository.cam.ac.uk:1810/304755 2023-07-30T03:56:15+02:00 Exploring conceptions of disability held by Anishinaabe secondary school students Christensen , Carly Beth 2020-04-23T16:54:30Z application/pdf https://doi.org/10.17863/CAM.51837 https://www.repository.cam.ac.uk/handle/1810/304755 en eng Gonville and Caius Education University of Cambridge doi:10.17863/CAM.51837 https://www.repository.cam.ac.uk/handle/1810/304755 All rights reserved https://www.rioxx.net/licenses/all-rights-reserved/ settler colonialism disability special education First Nations Indigenous Anishinaabe southern disability theories secondary school Thesis Doctoral Doctor of Philosophy (PhD) PhD in education 2020 ftunivcam https://doi.org/10.17863/CAM.51837 2023-07-10T22:20:03Z After a century of using schooling to denigrate Indigenous populations, Canada’s Indigenous communities were granted self-governance over schooling in 1982. In the wake of self-governance, special education remains largely unreformed, caused in part by assumed universality. This research therefore explores the conceptions of disability held by Anishinaabe youth within their communities, and school. Under Canada’s dual system of schooling, the federal government oversees Indigenous self-governing schools and allocates funding, while provincial governments control settler schooling. The federal system remains largely invisible because of a lack of policies, and exclusion from regional, national, and international assessments. This research occurred in a recently established, Anishinaabe self-governing secondary school that services six Anishinaabe communities. Uniquely positioned to examine disability, the students attending this school had all previously accessed special education provisions in their former provincial schools. This topic was examined during a 10-month multisite case study in Canada’s Sub-Arctic region. As a disabled, white, former teacher, and female researcher, I attempt to become an Anishinaabe-ally, by employing Indigenist methodologies. Centring the voices of the participants was demonstrated by using photovoice projects, Anishinaabe talking circles, and walking interviews. Maintaining three types of research journals, and ensuring participatory collaboration, led to the emergence of walking interviews as a data collection tool. The students expanded the research to include a student-led community powwow, which became a fascinating opportunity for data collection and community involvement. In seeking to contextualise the participants, data collection also includes recorded, semi-structured interviews, and casual conversations with students, teachers, elders, chiefs and family members, are recounted in my research journals. The role of schooling in Canada’s genocide, seems to cause the ... Doctoral or Postdoctoral Thesis anishina* Arctic First Nations Apollo - University of Cambridge Repository Arctic |
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Apollo - University of Cambridge Repository |
op_collection_id |
ftunivcam |
language |
English |
topic |
settler colonialism disability special education First Nations Indigenous Anishinaabe southern disability theories secondary school |
spellingShingle |
settler colonialism disability special education First Nations Indigenous Anishinaabe southern disability theories secondary school Christensen , Carly Beth Exploring conceptions of disability held by Anishinaabe secondary school students |
topic_facet |
settler colonialism disability special education First Nations Indigenous Anishinaabe southern disability theories secondary school |
description |
After a century of using schooling to denigrate Indigenous populations, Canada’s Indigenous communities were granted self-governance over schooling in 1982. In the wake of self-governance, special education remains largely unreformed, caused in part by assumed universality. This research therefore explores the conceptions of disability held by Anishinaabe youth within their communities, and school. Under Canada’s dual system of schooling, the federal government oversees Indigenous self-governing schools and allocates funding, while provincial governments control settler schooling. The federal system remains largely invisible because of a lack of policies, and exclusion from regional, national, and international assessments. This research occurred in a recently established, Anishinaabe self-governing secondary school that services six Anishinaabe communities. Uniquely positioned to examine disability, the students attending this school had all previously accessed special education provisions in their former provincial schools. This topic was examined during a 10-month multisite case study in Canada’s Sub-Arctic region. As a disabled, white, former teacher, and female researcher, I attempt to become an Anishinaabe-ally, by employing Indigenist methodologies. Centring the voices of the participants was demonstrated by using photovoice projects, Anishinaabe talking circles, and walking interviews. Maintaining three types of research journals, and ensuring participatory collaboration, led to the emergence of walking interviews as a data collection tool. The students expanded the research to include a student-led community powwow, which became a fascinating opportunity for data collection and community involvement. In seeking to contextualise the participants, data collection also includes recorded, semi-structured interviews, and casual conversations with students, teachers, elders, chiefs and family members, are recounted in my research journals. The role of schooling in Canada’s genocide, seems to cause the ... |
format |
Doctoral or Postdoctoral Thesis |
author |
Christensen , Carly Beth |
author_facet |
Christensen , Carly Beth |
author_sort |
Christensen , Carly Beth |
title |
Exploring conceptions of disability held by Anishinaabe secondary school students |
title_short |
Exploring conceptions of disability held by Anishinaabe secondary school students |
title_full |
Exploring conceptions of disability held by Anishinaabe secondary school students |
title_fullStr |
Exploring conceptions of disability held by Anishinaabe secondary school students |
title_full_unstemmed |
Exploring conceptions of disability held by Anishinaabe secondary school students |
title_sort |
exploring conceptions of disability held by anishinaabe secondary school students |
publisher |
Gonville and Caius |
publishDate |
2020 |
url |
https://doi.org/10.17863/CAM.51837 https://www.repository.cam.ac.uk/handle/1810/304755 |
geographic |
Arctic |
geographic_facet |
Arctic |
genre |
anishina* Arctic First Nations |
genre_facet |
anishina* Arctic First Nations |
op_relation |
doi:10.17863/CAM.51837 https://www.repository.cam.ac.uk/handle/1810/304755 |
op_rights |
All rights reserved https://www.rioxx.net/licenses/all-rights-reserved/ |
op_doi |
https://doi.org/10.17863/CAM.51837 |
_version_ |
1772812548631953408 |