Story-Making Reconciliation with Four Grade 5-6 Youth
In consideration of TRC Call to Action 63.3 that asks teachers to facilitate cultural understanding, mutual respect, and empathy between First Nations and non-Indigenous students, my thesis sought to find out if a collective, collaborative, story-making activity with four Grade 5-6 students of diffe...
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Université d'Ottawa / University of Ottawa
2022
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ftunivottawa:oai:ruor.uottawa.ca:10393/43803 2023-05-15T16:15:52+02:00 Story-Making Reconciliation with Four Grade 5-6 Youth Lee, Carol Ng-A-Fook, Nicholas 2022-07-19 application/pdf http://hdl.handle.net/10393/43803 https://doi.org/10.20381/ruor-28017 en eng Université d'Ottawa / University of Ottawa http://hdl.handle.net/10393/43803 http://dx.doi.org/10.20381/ruor-28017 Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ CC-BY-NC-ND TRC Call 63 reconciliation story-making cultural understanding mutual respect empathy Thesis 2022 ftunivottawa https://doi.org/10.20381/ruor-28017 2022-07-30T22:58:56Z In consideration of TRC Call to Action 63.3 that asks teachers to facilitate cultural understanding, mutual respect, and empathy between First Nations and non-Indigenous students, my thesis sought to find out if a collective, collaborative, story-making activity with four Grade 5-6 students of different cultural backgrounds, including one First Nations student, could further the objectives of Call 63.3. The results of my research suggest that a collective and collaborative story-making activity does, on its own, further two of these reconciliation objectives, mutual respect, and empathy. The third objective, cultural understanding, could probably not been achieved without the intervention of a knowledgeable Indigenous adult, in my case, Annie, (a pseudonym) who was consulted by the story-makers during the scripted “mentor” part of the 12-part hero/ine’s journey story-making process. Using primarily a Posthumanist framework that also integrated some arts-based research/research-creation and critical discourse theoretical orientations for my analysis, I found that an extended focus on a single-story task by four students, not only brought them into a closer relationship with each other, thus facilitating mutual respect and empathy, it also permitted them to imagine a common vision of education. The education world they imagined, in which an educational reconciliation might be realized, was informed, in part, by Indigenous ways of knowing and teaching. Thesis First Nations uO Research (University of Ottawa - uOttawa) |
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uO Research (University of Ottawa - uOttawa) |
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English |
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TRC Call 63 reconciliation story-making cultural understanding mutual respect empathy |
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TRC Call 63 reconciliation story-making cultural understanding mutual respect empathy Lee, Carol Story-Making Reconciliation with Four Grade 5-6 Youth |
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TRC Call 63 reconciliation story-making cultural understanding mutual respect empathy |
description |
In consideration of TRC Call to Action 63.3 that asks teachers to facilitate cultural understanding, mutual respect, and empathy between First Nations and non-Indigenous students, my thesis sought to find out if a collective, collaborative, story-making activity with four Grade 5-6 students of different cultural backgrounds, including one First Nations student, could further the objectives of Call 63.3. The results of my research suggest that a collective and collaborative story-making activity does, on its own, further two of these reconciliation objectives, mutual respect, and empathy. The third objective, cultural understanding, could probably not been achieved without the intervention of a knowledgeable Indigenous adult, in my case, Annie, (a pseudonym) who was consulted by the story-makers during the scripted “mentor” part of the 12-part hero/ine’s journey story-making process. Using primarily a Posthumanist framework that also integrated some arts-based research/research-creation and critical discourse theoretical orientations for my analysis, I found that an extended focus on a single-story task by four students, not only brought them into a closer relationship with each other, thus facilitating mutual respect and empathy, it also permitted them to imagine a common vision of education. The education world they imagined, in which an educational reconciliation might be realized, was informed, in part, by Indigenous ways of knowing and teaching. |
author2 |
Ng-A-Fook, Nicholas |
format |
Thesis |
author |
Lee, Carol |
author_facet |
Lee, Carol |
author_sort |
Lee, Carol |
title |
Story-Making Reconciliation with Four Grade 5-6 Youth |
title_short |
Story-Making Reconciliation with Four Grade 5-6 Youth |
title_full |
Story-Making Reconciliation with Four Grade 5-6 Youth |
title_fullStr |
Story-Making Reconciliation with Four Grade 5-6 Youth |
title_full_unstemmed |
Story-Making Reconciliation with Four Grade 5-6 Youth |
title_sort |
story-making reconciliation with four grade 5-6 youth |
publisher |
Université d'Ottawa / University of Ottawa |
publishDate |
2022 |
url |
http://hdl.handle.net/10393/43803 https://doi.org/10.20381/ruor-28017 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
http://hdl.handle.net/10393/43803 http://dx.doi.org/10.20381/ruor-28017 |
op_rights |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
op_rightsnorm |
CC-BY-NC-ND |
op_doi |
https://doi.org/10.20381/ruor-28017 |
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1766001737862217728 |