Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies
Although a plethora of educational initiatives over the past 30 years were developed with the goal of improving the academic success of Aboriginal students in public schools, there continues to be a significant achievement gap between Aboriginal and non-Aboriginal students in Canada (Battiste, 2000,...
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ftunivmanitoba:oai:mspace.lib.umanitoba.ca:1993/4809 2023-06-18T03:40:39+02:00 Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies Peden, Sherry Wallin, Dawn (Educational Administration, Foundations and Psychology) Binda, K.P. (Educational Administration, Foundations and Psychology) Mignone, Javier (Family Social Sciences) 2011-08-31 application/pdf http://hdl.handle.net/1993/4809 eng eng http://hdl.handle.net/1993/4809 open access Aboriginal First Nation teacher education racism doctoral thesis 2011 ftunivmanitoba 2023-06-04T17:39:44Z Although a plethora of educational initiatives over the past 30 years were developed with the goal of improving the academic success of Aboriginal students in public schools, there continues to be a significant achievement gap between Aboriginal and non-Aboriginal students in Canada (Battiste, 2000, 2002; Ireland, 2009; St. Denis, 2007, 2010; White & Beavon, 2009). In 2008, the Manitoba Minister of Education attempted to address this gap in part by mandating that faculties of Education across the province restructure teacher education programs to include a compulsory course on Aboriginal perspectives, histories and pedagogies. This mixed methods research explores the perceived impact of the mandate on the student teachers who completed the course entitled, “Teaching Aboriginal Perspectives” at Brandon University Faculty of Education during the 2008 – 2010 academic terms. Donald (2009), St. Denis (2007), and Williams and Tanaka (2007) report that subtle and overt forms of resistance to mandated courses are displayed when students teachers are compelled to study Aboriginal issues as a requirement for teacher certification. As such, this research is conceptually framed using critical race theory (Bell, 1991; Delgado, 1995; & Dunbar, 2008), Indigenous or Aboriginal feminism (Canella & Manuelito, 2008) and Red Pedagogy (Grande, 2004, 2008). The methodology for this research is primarily phenomenological but articulated using Indigenous storywork (Archibald, 2008) and story (Wilson, 2008). The primary data sources include surveys or questionnaires and semi-structured interviews of students within the course, my personal story as an Aboriginal female professor of the course and the stories of new teachers’ experiences embedded throughout the report. The findings are analyzed using descriptive statistics (frequencies, means and percentages) and comparative statistics (chi-squares and t-tests) for quantitative items on the questionnaires, and constant comparative data analysis methods for open-ended questions ... Doctoral or Postdoctoral Thesis First Nations inuit Metis MSpace at the University of Manitoba Archibald ENVELOPE(-56.692,-56.692,-63.209,-63.209) Canada Dunbar ENVELOPE(-60.199,-60.199,-62.473,-62.473) |
institution |
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MSpace at the University of Manitoba |
op_collection_id |
ftunivmanitoba |
language |
English |
topic |
Aboriginal First Nation teacher education racism |
spellingShingle |
Aboriginal First Nation teacher education racism Peden, Sherry Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
topic_facet |
Aboriginal First Nation teacher education racism |
description |
Although a plethora of educational initiatives over the past 30 years were developed with the goal of improving the academic success of Aboriginal students in public schools, there continues to be a significant achievement gap between Aboriginal and non-Aboriginal students in Canada (Battiste, 2000, 2002; Ireland, 2009; St. Denis, 2007, 2010; White & Beavon, 2009). In 2008, the Manitoba Minister of Education attempted to address this gap in part by mandating that faculties of Education across the province restructure teacher education programs to include a compulsory course on Aboriginal perspectives, histories and pedagogies. This mixed methods research explores the perceived impact of the mandate on the student teachers who completed the course entitled, “Teaching Aboriginal Perspectives” at Brandon University Faculty of Education during the 2008 – 2010 academic terms. Donald (2009), St. Denis (2007), and Williams and Tanaka (2007) report that subtle and overt forms of resistance to mandated courses are displayed when students teachers are compelled to study Aboriginal issues as a requirement for teacher certification. As such, this research is conceptually framed using critical race theory (Bell, 1991; Delgado, 1995; & Dunbar, 2008), Indigenous or Aboriginal feminism (Canella & Manuelito, 2008) and Red Pedagogy (Grande, 2004, 2008). The methodology for this research is primarily phenomenological but articulated using Indigenous storywork (Archibald, 2008) and story (Wilson, 2008). The primary data sources include surveys or questionnaires and semi-structured interviews of students within the course, my personal story as an Aboriginal female professor of the course and the stories of new teachers’ experiences embedded throughout the report. The findings are analyzed using descriptive statistics (frequencies, means and percentages) and comparative statistics (chi-squares and t-tests) for quantitative items on the questionnaires, and constant comparative data analysis methods for open-ended questions ... |
author2 |
Wallin, Dawn (Educational Administration, Foundations and Psychology) Binda, K.P. (Educational Administration, Foundations and Psychology) Mignone, Javier (Family Social Sciences) |
format |
Doctoral or Postdoctoral Thesis |
author |
Peden, Sherry |
author_facet |
Peden, Sherry |
author_sort |
Peden, Sherry |
title |
Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
title_short |
Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
title_full |
Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
title_fullStr |
Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
title_full_unstemmed |
Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies |
title_sort |
dancing with the elephant: teacher education for the inclusion of first nations, metis and inuit histories, worldviews and pedagogies |
publishDate |
2011 |
url |
http://hdl.handle.net/1993/4809 |
long_lat |
ENVELOPE(-56.692,-56.692,-63.209,-63.209) ENVELOPE(-60.199,-60.199,-62.473,-62.473) |
geographic |
Archibald Canada Dunbar |
geographic_facet |
Archibald Canada Dunbar |
genre |
First Nations inuit Metis |
genre_facet |
First Nations inuit Metis |
op_relation |
http://hdl.handle.net/1993/4809 |
op_rights |
open access |
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1769005867922882560 |