國立虎尾科技大學 |

Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories./
作者:	Amprako, Francis.
面頁冊數:	1 online resource (391 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Multicultural Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369736861

Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories.
Amprako, Francis.

Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories. - 1 online resource (391 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Walden University, 2017.

Includes bibliographical references

The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369736861Subjects--Topical Terms:

1179578
Multicultural Education.
Index Terms--Genre/Form:

554714
Electronic books.

Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
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502 $a Thesis (Ph.D.)--Walden University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.
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