“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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ftunivtoronto:oai:localhost:1807/76904 2023-05-15T16:16:15+02:00 “Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum Ahmad, Karima 2017 http://hdl.handle.net/1807/76904 en_ca eng http://hdl.handle.net/1807/76904 Indigenous literature Indigenous students culturally relevant pedagogy culturally sensitive education Ontario English curriculum 2017 ftunivtoronto 2020-06-17T12:04:14Z 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. Other/Unknown Material First Nations inuit University of Toronto: Research Repository T-Space |
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Open Polar |
collection |
University of Toronto: Research Repository T-Space |
op_collection_id |
ftunivtoronto |
language |
English |
topic |
Indigenous literature Indigenous students culturally relevant pedagogy culturally sensitive education Ontario English curriculum |
spellingShingle |
Indigenous literature Indigenous students culturally relevant pedagogy culturally sensitive education Ontario English curriculum Ahmad, Karima “Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
topic_facet |
Indigenous literature Indigenous students culturally relevant pedagogy culturally sensitive education Ontario English curriculum |
description |
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. |
author |
Ahmad, Karima |
author_facet |
Ahmad, Karima |
author_sort |
Ahmad, Karima |
title |
“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
title_short |
“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
title_full |
“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
title_fullStr |
“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
title_full_unstemmed |
“Shakespeare is great, but Shakespeare is one voice”: Integrating Indigenous Knowledges in the Secondary English Curriculum |
title_sort |
“shakespeare is great, but shakespeare is one voice”: integrating indigenous knowledges in the secondary english curriculum |
publishDate |
2017 |
url |
http://hdl.handle.net/1807/76904 |
genre |
First Nations inuit |
genre_facet |
First Nations inuit |
op_relation |
http://hdl.handle.net/1807/76904 |
_version_ |
1766002087247740928 |