How Can Non-Native Teachers Develop Culturally Responsive Programs in Remote First Nations Communities? Learning From the Experts |
Posted on:2014-11-02 | Degree:M.Ed | Type:Thesis |
University:Lakehead University (Canada) | Candidate:Oskineegish, Melissa | Full Text:PDF |
GTID:2455390008457874 | Subject:Education |
Abstract/Summary: | |
There are a growing number of scholars who argue that statistics alone do not provide an accurate depiction of Aboriginal education and instead focus on successful education practices in Aboriginal communities and schools. I add to this discussion by focusing on the teaching practices of experienced First Nations educators and nonNative allies who have successfully created lessons and programs that have developed First Nations students' academic skills while remaining culturally relevant. The main question within this thesis is: What do experienced educators (First Nations and allies) believe that non-Native teachers should know about planning and teaching First Nations students in remote communities in northern Ontario? Results gathered through semi-structured interviews are presented in four sections that connect student success with: who the teacher is; cultural integration through language and land; professional characteristics and willingness to learn; and the development of culturally responsive lessons and evaluation practices. The findings encourage educators to re-evaluate their pedagogical framework to create a learning environment that places First Nations epistemology in the forefront for successful education to develop. |
Keywords/Search Tags: | First nations, Education, Non-native teachers, Culturally responsive, Communities |
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