Open Collections

Shields, Kyla

University of British Columbia

Since the early 2000s, British Columbia’s curriculum and policies around Indigenous education have significantly changed to incorporate and integrate Indigenous knowledge into all K to 12 subject areas in school. Specifically, the 2015 revitalization of the B.C. curriculum marked a significant change to include Indigenous ways of learning in a more holistic way. Some teachers are succeeding at implementing these changes meaningfully into their classrooms and teaching practices, while others are still in the early stages of working toward their implementation or have failed to commit. This study will examine ways in which parents, educators, administrators, and other professionals at one urban Indigenous focus school in B.C. are navigating Indigenous educational practices to support diverse students, including Indigenous and non-Indigenous learners. This research also examines the impacts the Indigenous focus school has on the school community, which includes current students and their families, as well as school staff. The goal of this study is to understand how Indigenous education benefits both Indigenous and non-Indigenous students.

Text

2022-01-06

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/80571

Educational Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/