My journey of praxis: a proposal for an autoethnographic study addressing place-based education, indigenous knowledge, and decolonization

This project is a personal journey of praxis of an elementary school teacher and considers the question of: Where is my place teaching in a First Nations’ school in the 21st century? The project has three main themes: (1) Place-Based Education; (2) Indigenous Knowledge; and (3) Decolonization of the...

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Bibliographic Details
Main Author: Harris, Dianne
Other Authors: Nahachewsky, James
Format: Other/Unknown Material
Language:English
Published: 2014
Subjects:
praxis
place-based education
Indigenous Knowledge
colonization
decolonization
Lil’wat principles of learning
Canada
First Nations
Online Access:http://hdl.handle.net/1828/5292
Description
Summary:This project is a personal journey of praxis of an elementary school teacher and considers the question of: Where is my place teaching in a First Nations’ school in the 21st century? The project has three main themes: (1) Place-Based Education; (2) Indigenous Knowledge; and (3) Decolonization of the Curriculum. The educator of twenty-five years is reflecting on lived experiences as an elementary teacher teaching as an elementary teaching in First Nations’ schools in Canada. Reflections and research on these lived experiences through an autoethnograghic guided study enabled a broader and richer view of the themes identified for the author. Graduate

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