Developing Culturally Responsive Teaching Practices in First Nations Communities: Learning Anishnaabemowin and Land-Based Teachings

Autor/in	Oskineegish, Melissa
Titel	Developing Culturally Responsive Teaching Practices in First Nations Communities: Learning Anishnaabemowin and Land-Based Teachings
Quelle	In: Alberta Journal of Educational Research, 60 (2014) 3, S.508-521 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Culturally Relevant Education; Educational Practices; Teaching Methods; Indigenous Populations; Indigenous Knowledge; Canada Natives; Higher Education; Native Language + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	First Nations schools in northern Ontario have the dual responsibility of providing students with the skills and foundation to thrive in their community as well as in higher education outside of their community. This responsibility requires teachers to be capable of developing and implementing lessons that support academic excellence and cultural enrichment. The findings within this article are from a study that asked experienced First Nations and non-Native teachers how non-Native teachers can learn to develop culturally responsive lessons in remote First Nations schools. Within the findings, Anishnaabemowin (Native language) and land-based activities are explored as rich sources for non-Native teachers to learn to develop culturally responsive lessons. The article concludes with a discussion of the importance of linguistic and cultural learning that is in relationship with [LR1] Elders, community members, and students. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01