“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum
At present there are a number of scholarly articles, education policies and curricula documents that promote the integration of Indigenous curricula in North American schools. Among these policies there is the Ontario First Nations, Métis and Inuit Policy Framework of 2007 which mandates the impleme...
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| Language: | English |
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2017
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| Online Access: | http://hdl.handle.net/1807/76904 |
| Summary: | At present there are a number of scholarly articles, education policies and curricula documents that promote the integration of Indigenous curricula in North American schools. Among these policies there is the Ontario First Nations, Métis and Inuit Policy Framework of 2007 which mandates the implementation of Indigenous content in every curriculum in Ontario in order to address the high dropout rates of Indigenous students. The following study focuses on the insights and experiences of two senior English teachers in the Greater Toronto Area who have experience integrating Indigenous literature in their classrooms. My findings suggest the benefits of teaching Indigenous literature in the English classroom, especially for Indigenous students. The study findings also relate challenges and solutions for teaching Indigenous literature and addresses issues surrounding teacher epistemology and positionality which can limit the scope of Indigenous education. |
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