| This study examined the issue of culturally responsive curricula in physical education. The primary question was, "How can Indigenous knowledge inform physical education curricula, and the pedagogical practices of teachers, to create culturally responsive physical education curricula?".;Contemporary curricula in physical education, includes Aboriginal perspectives and encourages Indigenous knowledge in the context of the course. Teachers strive to accomplish this goal; however, they are often reduced to bridging "piecemeal" activities such as playing a game, or dancing a dance, with minimal connection to Indigenous knowledge; which is unknown to many educators.;This qualitative study investigated Indigenous knowledge that could inform culturally responsive curricula in physical education, and guide the creation of a working framework. Knowledge was gathered and shared through conversations between myself, five Aboriginal teachers currently working in the field, Elders, community educators, and other cultural experiences encountered by the researchers including a pow-wow, and a sweat. A working model influenced by Indigenous knowledge was created and is embedded in the symbolism of the Medicine Wheel.;Physical education is in a unique position to impact the lives of students and is the only curricula area of study that addresses the whole child: the physical, the cognitive, the affective, and the spiritual aspects. Indigenous knowledge is well placed to inform the curricula in physical education because the Aboriginal philosophy teaches to the whole child, and embraces the ideology of holism. This study shares the knowledge of the Aboriginal people in relation to physical education and also in the broader terms of health and Wellness. Aboriginal people "wrote the book" on Wellness years ago. This study provided an opportunity to respond to the call for culturally responsive curricula in physical education by bridging Indigenous knowledge with contemporary curricula.;Contemporary educational practice is increasingly challenged to address the unique educational needs of First Nations students by recognizing and valuing their particular ways of knowing. This recognition can lead to change, accompanied by the realization that Eurocentric curricula design is not the only way to transmit knowledge. Cultural negotiation is vital for the advancement of education curricula development (LaFrance, 2000). |
