The Moccasin Project

Autor/inn/en	Reimer, Ken; Witzke, Jaymi; Howson, Curtis; Freeze, Rick
Titel	The Moccasin Project
Quelle	In: International Journal for Talent Development and Creativity, 5 (2017) 1-2, S.171-174 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Foreign Countries; Nontraditional Education; Learner Engagement; Secondary School Students; Indigenous Populations; Minority Group Students; At Risk Students; Program Evaluation; Canada + Suchen Sie Ihr Suchwort? Ausland; Non-traditional education; Alternative Erziehung; Sekundarschüler; Sinti und Roma; Programme evaluation; Programmevaluation; Kanada
Abstract	In Winnipeg, several school divisions (Winnipeg, River East Transcona, St James-Assiniboia, and Louis Riel School Division, to name a few) have opened alternative site "Off-Campus" programs and opportunities in an effort to better engage reluctant school attendees. Approximately 20 students, aged 12 to 15 years old, attended the "Off-Campus Program" showcased in this case study. Many of these students were Indigenous, often from remote communities in northern Manitoba such as Moose Lake, St. Theresa Point, Bloodvein, and Cross Lake. In 2015, Witzke invited an "Off-Campus" support teacher to conduct workshops on moccasin making with the students. Most of the students were very interested in the workshop, especially with the beading component. The students began to share the unique beading patterns of each of their home communities. Through the beading patterns, the students were able to express who they were, where they were from, and how the larger patterns of their lives were related. This case study explores the cultural, social and economic benefits for these students, of what has come to be called "The Moccasin Project". (ERIC).
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