"We Are All Relations": An Indigenous Course Requirement (ICR) Experience

Autor/in	Friesen, Helen Lepp
Titel	"We Are All Relations": An Indigenous Course Requirement (ICR) Experience
Quelle	In: International Journal for Talent Development and Creativity, 6 (2018) 1-2, S.189-202 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Foreign Countries; College Students; College Faculty; Experience; Interdisciplinary Approach; Indigenous Populations; Program Effectiveness; Course Content; Teaching Methods; Interpersonal Relationship; Consciousness Raising; Barriers; Minority Group Students; Racial Bias; Ethnicity; Ethnic Stereotypes; Cultural Awareness; School Personnel; Attitudes; Canada + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Fakultät; Erfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sinti und Roma; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bewusstseinsbildung; Racial discrimination; Rassismus; Ethnizität; National stereotype; Nationales Stereotyp; Cultural identity; Kulturelle Identität; Schulpersonal; Attitude; Einstellung; Verhalten; Kanada
Abstract	This mixed-methods study asked students, faculty, and staff what their experiences were with an interdisciplinary Indigenous Course Requirement (ICR) in its initial implementation in the 2016/17 academic year at The University of Winnipeg. Although participants had suggestions for how to improve course content, development, delivery, and support, there were more positive reactions to the ICR experience than negative. Themes that emerged from the positive learning experiences were the importance of relationships, respect, and a desire to work together towards reconciliation. Challenges that participants indicated were the pressure on Indigenous students to take on the role of token authority, lack of support systems and training for engaging in sensitive issues. There was consensus that racism and lack of knowledge exists and that education and relationships are key to changing stereotypes. A major challenge will be continued student opposition to ICRs. (As Provided).
Anmerkungen	International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI). Postfach 12 40, D-89002, Ulm, Germany. Web site: http://www.ijtdc.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01