Incorporating Indigenous Content into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces

Autor/inn/en	Webb, Denise; Mashford-Pringle, Angela
Titel	Incorporating Indigenous Content into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces
Quelle	In: Canadian Journal of Educational Administration and Policy, (2022) 198, S.55-73 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Indigenous Knowledge; Elementary School Curriculum; Secondary School Curriculum; Curriculum Development; Teaching Methods; Culturally Relevant Education; Racial Bias; Stereotypes; World Views; Intervention; Teacher Education Programs; Educational Policy; Canada + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Klischee; World view; Weltanschauung; Politics of education; Bildungspolitik; Kanada
Abstract	In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support teachers in teaching Indigenous content. Interventions often prioritize cultural safety to underline teaching practices and focus on addressing settler biases, racism, and harmful stereotypes. Many Bachelor of Education programs offer mandatory courses on how to infuse Indigenous worldviews into curriculum, and emphasize building relationships, challenging positionalities, and establishing safe spaces to ask questions. Many teachers benefit from cultural safety training and resources, however, some continue to face challenges in confronting their roles and responsibilities as settlers within education spaces. As decolonizing education is an ongoing process, this research aims to provide key information to advance its progress. To that end, future research needs to investigate the long-term impacts of existing interventions on teaching practices and curriculum development. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01