The decision makers and varying conceptions of cultural inclusion at Beedaban School

The following article examines the underlying tensions between three First Nations decision-making bodies; a Parent School Advisory Group, Education Committee and Elementary School Teachers in regards to the Native cultural and language content in the classroom. The goal of the research was to explo...

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Bibliographic Details
Main Authors: Toulouse, Pamela Rose, Anishnawbek, Sagamok
Format: Report
Language:English
Published: Centre for the Study of Education and Work, OISE/UT 2001
Subjects:
power relations and social inequality in work and learning
First Nations
Aboriginal education
cultural education
curriculum development
educational attitudes
educational needs
elementary education
participative decision making
school community relationships
teacher attitudes
Canada
anishina*
Online Access:http://hdl.handle.net/1807/2744
http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf
Description
Summary:The following article examines the underlying tensions between three First Nations decision-making bodies; a Parent School Advisory Group, Education Committee and Elementary School Teachers in regards to the Native cultural and language content in the classroom. The goal of the research was to explore and present the concepts, beliefs, practices, worldview and values that underlie and/or guide decisions related to an Aboriginal education issue. The site for this discussion is Beedaban Elementary School on Sagamok First Nation which is a small Anishinabek (Ojibwe, Odawa & Pottawatomi) community located on the north shores of Lake Huron (Authors' abstract) National Research Network on New Approaches to Lifelong Learning (NALL) founded by the Social Sciences and Humanities Research Council of Canada (SSHRC) Grant No. 818-96-1033

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