Soul-to-soul: deconstructing defiict thinking in the classroom
This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research supports evidence of on-going systemic racism toward the First Nations, Métis and Inuit, and New Canadians in society,...
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University of Saskatchewan
2013
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ftusaskatchewan:oai:harvest.usask.ca:10388/ETD-2013-11-1301 2023-05-15T16:15:32+02:00 Soul-to-soul: deconstructing defiict thinking in the classroom Harelkin Bishop, Mary Balzer, Geraldine A. Orlowski, Paul M. November 2013 http://hdl.handle.net/10388/ETD-2013-11-1301 eng eng University of Saskatchewan http://hdl.handle.net/10388/ETD-2013-11-1301 TC-SSU-2013111301 Keyword 1 Key Phrase One deficit thinking Keyword 2 Key Phrase Two anti-oppressive education text Thesis 2013 ftusaskatchewan 2022-01-17T11:52:03Z This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research supports evidence of on-going systemic racism toward the First Nations, Métis and Inuit, and New Canadians in society, and therefore, within our schools and our classrooms. Evidence also exists regarding how racism, invisibly instilled in educators as societal norms, permeates classrooms and helps continue to perpetuate marginalization and Othering of students. The research question was: How can teachers begin to deconstruct Euro-Centric, White Dominant beliefs, practices, attitudes and expectations in order to positively impact all students and their academic well-being? I examine the questions: What are some teachers doing which positively impacts learning for all students? What can be done to help teachers realize that some of their teaching practices and ways of dealing with students are disrespectful to the individual children and contribute to systemic racism? Thesis First Nations inuit University of Saskatchewan: eCommons@USASK Canada |
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University of Saskatchewan: eCommons@USASK |
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ftusaskatchewan |
language |
English |
topic |
Keyword 1 Key Phrase One deficit thinking Keyword 2 Key Phrase Two anti-oppressive education |
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Keyword 1 Key Phrase One deficit thinking Keyword 2 Key Phrase Two anti-oppressive education Harelkin Bishop, Mary Soul-to-soul: deconstructing defiict thinking in the classroom |
topic_facet |
Keyword 1 Key Phrase One deficit thinking Keyword 2 Key Phrase Two anti-oppressive education |
description |
This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research supports evidence of on-going systemic racism toward the First Nations, Métis and Inuit, and New Canadians in society, and therefore, within our schools and our classrooms. Evidence also exists regarding how racism, invisibly instilled in educators as societal norms, permeates classrooms and helps continue to perpetuate marginalization and Othering of students. The research question was: How can teachers begin to deconstruct Euro-Centric, White Dominant beliefs, practices, attitudes and expectations in order to positively impact all students and their academic well-being? I examine the questions: What are some teachers doing which positively impacts learning for all students? What can be done to help teachers realize that some of their teaching practices and ways of dealing with students are disrespectful to the individual children and contribute to systemic racism? |
author2 |
Balzer, Geraldine A. Orlowski, Paul M. |
format |
Thesis |
author |
Harelkin Bishop, Mary |
author_facet |
Harelkin Bishop, Mary |
author_sort |
Harelkin Bishop, Mary |
title |
Soul-to-soul: deconstructing defiict thinking in the classroom |
title_short |
Soul-to-soul: deconstructing defiict thinking in the classroom |
title_full |
Soul-to-soul: deconstructing defiict thinking in the classroom |
title_fullStr |
Soul-to-soul: deconstructing defiict thinking in the classroom |
title_full_unstemmed |
Soul-to-soul: deconstructing defiict thinking in the classroom |
title_sort |
soul-to-soul: deconstructing defiict thinking in the classroom |
publisher |
University of Saskatchewan |
publishDate |
2013 |
url |
http://hdl.handle.net/10388/ETD-2013-11-1301 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations inuit |
genre_facet |
First Nations inuit |
op_relation |
http://hdl.handle.net/10388/ETD-2013-11-1301 TC-SSU-2013111301 |
_version_ |
1766001294896529408 |