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
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spelling ftunivtoronto:oai:localhost:1807/2744 2023-05-15T13:28:50+02:00 The decision makers and varying conceptions of cultural inclusion at Beedaban School Toulouse, Pamela Rose Anishnawbek, Sagamok 2001 544232 bytes application/pdf http://hdl.handle.net/1807/2744 http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf en_CA eng Centre for the Study of Education and Work, OISE/UT NALL Working Paper;30 http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf http://hdl.handle.net/1807/2744 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 Working Paper 2001 ftunivtoronto 2020-06-17T11:07:09Z 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 Report anishina* First Nations University of Toronto: Research Repository T-Space Canada
institution Open Polar
collection University of Toronto: Research Repository T-Space
op_collection_id ftunivtoronto
language English
topic 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
spellingShingle 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
Toulouse, Pamela Rose
Anishnawbek, Sagamok
The decision makers and varying conceptions of cultural inclusion at Beedaban School
topic_facet 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
description 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
format Report
author Toulouse, Pamela Rose
Anishnawbek, Sagamok
author_facet Toulouse, Pamela Rose
Anishnawbek, Sagamok
author_sort Toulouse, Pamela Rose
title The decision makers and varying conceptions of cultural inclusion at Beedaban School
title_short The decision makers and varying conceptions of cultural inclusion at Beedaban School
title_full The decision makers and varying conceptions of cultural inclusion at Beedaban School
title_fullStr The decision makers and varying conceptions of cultural inclusion at Beedaban School
title_full_unstemmed The decision makers and varying conceptions of cultural inclusion at Beedaban School
title_sort decision makers and varying conceptions of cultural inclusion at beedaban school
publisher Centre for the Study of Education and Work, OISE/UT
publishDate 2001
url http://hdl.handle.net/1807/2744
http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf
geographic Canada
geographic_facet Canada
genre anishina*
First Nations
genre_facet anishina*
First Nations
op_relation NALL Working Paper;30
http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf
http://hdl.handle.net/1807/2744
_version_ 1765996693560492032

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