Literaturnachweis - Detailanzeige
| Autor/in | Ryan, Thomas G. |
|---|---|
| Titel | Multiple Literacies within Reformed First Nations, Métis, and Inuit Secondary Curriculum |
| Quelle | In: International Journal of Educational Reform, 30 (2021) 3, S.204-221 (18 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Ryan, Thomas G.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| DOI | 10.1177/10567879211015936 |
| Schlagwörter | Multiple Literacies; American Indians; Eskimos; Secondary School Students; Educational Change; Literacy Education; Content Analysis; Money Management; Critical Literacy; Media Literacy; Foreign Countries; Secondary School Curriculum; English (Second Language); Second Language Learning; Native Language; Canada |
| Abstract | This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical literacy development. The Ontario government uses the term literacy 84 times in the transformed curricula, prompting this study to ask: What are the literacies and how should these be attained in First Nations, Métis, and Inuit secondary level education? This study found required literacies expected in grades nine through 12, included English literacy and skills, media, financial, and critical literacies. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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