Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers

Autor/inn/en	Daoust, Melissa; Caine, Vera; Schaefer, Lee
Titel	Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers
Quelle	In: LEARNing Landscapes, 16 (2023) 1, S.95-112 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Kindergarten; Forestry; Outdoor Education; American Indian Education; American Indian Students; Educational Experience; Indigenous Knowledge; Pedagogical Content Knowledge; Foreign Countries; Teacher Student Relationship; Teacher Responsibility; Canada + Suchen Sie Ihr Suchwort? Forstwissenschaft; Waldwirtschaft; Freiluftunterricht; Bildungserfahrung; Pädagogische Kompetenz; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrverpflichtung; Kanada
Abstract	In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi'gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers' personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01