Clowning tops hip hop: reflections on teaching at a First Nations school
This project, which is informed by narrative inquiry, examines one teacher’s experiences as she navigated pedagogical challenges of teaching storytelling and hip hop in a First Nations school. The combination of changing educational contexts: shifting from teaching adults to teaching Indigenous yout...
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2015
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ftuvicpubl:oai:dspace.library.uvic.ca:1828/6114 2023-05-15T16:14:25+02:00 Clowning tops hip hop: reflections on teaching at a First Nations school Davis, Susan Nahachewsky, James 2015 application/pdf http://hdl.handle.net/1828/6114 en eng http://hdl.handle.net/1828/6114 Available to the World Wide Web http://creativecommons.org/licenses/by/2.5/ca/ CC-BY clown First Nations engagement hip hop project 2015 ftuvicpubl 2022-05-19T06:11:09Z This project, which is informed by narrative inquiry, examines one teacher’s experiences as she navigated pedagogical challenges of teaching storytelling and hip hop in a First Nations school. The combination of changing educational contexts: shifting from teaching adults to teaching Indigenous youth had a significant outcome on the teacher’s initial attempts to move through the anticipated curriculum. A critical examination of the literature regarding teaching storytelling and hip hop across cultural boundaries, combined with personal journaling of her emergent teaching experiences, led the teacher to an effective and highly successful method of supporting learning through exploring clown and play, among other factors, to achieve enhanced relationships with her students. The project concludes with a description of considerations of personal, contextual, and theoretical factors which impacted her practice and the students’ experiences as well as recommendations for teachers beginning to work with First Nations students or other minority groups. Graduate Other/Unknown Material First Nations University of Victoria (Canada): UVicDSpace |
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Open Polar |
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University of Victoria (Canada): UVicDSpace |
op_collection_id |
ftuvicpubl |
language |
English |
topic |
clown First Nations engagement hip hop |
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clown First Nations engagement hip hop Davis, Susan Clowning tops hip hop: reflections on teaching at a First Nations school |
topic_facet |
clown First Nations engagement hip hop |
description |
This project, which is informed by narrative inquiry, examines one teacher’s experiences as she navigated pedagogical challenges of teaching storytelling and hip hop in a First Nations school. The combination of changing educational contexts: shifting from teaching adults to teaching Indigenous youth had a significant outcome on the teacher’s initial attempts to move through the anticipated curriculum. A critical examination of the literature regarding teaching storytelling and hip hop across cultural boundaries, combined with personal journaling of her emergent teaching experiences, led the teacher to an effective and highly successful method of supporting learning through exploring clown and play, among other factors, to achieve enhanced relationships with her students. The project concludes with a description of considerations of personal, contextual, and theoretical factors which impacted her practice and the students’ experiences as well as recommendations for teachers beginning to work with First Nations students or other minority groups. Graduate |
author2 |
Nahachewsky, James |
format |
Other/Unknown Material |
author |
Davis, Susan |
author_facet |
Davis, Susan |
author_sort |
Davis, Susan |
title |
Clowning tops hip hop: reflections on teaching at a First Nations school |
title_short |
Clowning tops hip hop: reflections on teaching at a First Nations school |
title_full |
Clowning tops hip hop: reflections on teaching at a First Nations school |
title_fullStr |
Clowning tops hip hop: reflections on teaching at a First Nations school |
title_full_unstemmed |
Clowning tops hip hop: reflections on teaching at a First Nations school |
title_sort |
clowning tops hip hop: reflections on teaching at a first nations school |
publishDate |
2015 |
url |
http://hdl.handle.net/1828/6114 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
http://hdl.handle.net/1828/6114 |
op_rights |
Available to the World Wide Web http://creativecommons.org/licenses/by/2.5/ca/ |
op_rightsnorm |
CC-BY |
_version_ |
1766000229076697088 |