Living in circle : an educator’s self-study of curricular experiences with the First Peoples principles of learning
department or school: Education, School of (Okanagan)
data provider: DSpace
degree campus: UBCO
creator: Hanson, Kelly
issued: 2020-11-02T15:05:29Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Recently in British Columbia (BC) a redesigned K-12 curriculum plan was introduced (BC Ministry of Education, 2016). Undergirding the plan are The First Peoples Principles of Learning (FNESC, 2008; 2015), a learning philosophy that offers nine descriptions of what learning is, what it supports, involves, recognizes, and embeds (FNESC, 2008; 2014). The rationale for embedding the principles into all aspects of the curricular plan is to prioritize Indigenous perspectives and worldviews in classrooms for all students and at all times (BC Ministry of Education, 2015). As a practicing educator, my self-study research illuminated the FPPL as a vehicle for teacher education through the opportunity to develop my own curricular theory in relationship to my context (Chrona, 2014). A significant body of educational research makes it evident that a teacher’s understanding of curriculum is a primary influence with and for their curricular enactment (Macintyre Latta, 2018; Priestley, Biesta, & Robinson, 2015; Phelan, 2015; Pinar 2012). To build a conception of curriculum that would support my inquiry I drew upon theorists such as Aoki (1993, 2004a), Donald (2016), Macintyre Latta (2018) and Pinar (2012). I made sense of these theories along with my experiences, and described curriculum as contested, situated, and relational in nature. Between the years of 2015-2018, I documented my experiences with the FPPL through journal writing, and audio-recorded conversations with a professional learning community called Living in Circle. I shared what it looked like, felt like, and sounded like as I engaged in inquiry to better understand the FFPL and how self-study promoted and encouraged this inquiry. Through these experiences I improved, expanded, and adapted my thinking, a process referred to as re-storying (Atleo, 2009; Cherkowski, 2012; Corntassel & T’lakwadzi, 2009; Mockler, 2011; Ragoonaden & Macintyre Latta, 2020; Strong-Wilson, 2008). Merging my theory of curriculum with my teachi…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/76443
note: Living in Circle: An Educator’s Self-Study of Curricular Experiences with the First Peoples Principles of Learning by Kelly Hanson Bachelor of Arts, York University, 2001 Master of Teaching, Griffith University, 2003 Master of Arts, University of British Columbia, 2014 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSHY in THE COLLEGE OF GRADUATE STUDIES (INTERDISCIPLINARY STUDIES) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) October 2020 © Kelly Hanson, 2020 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: Living in Circle: An Educator’s Self-Study of Curricular Experiences with the First Peoples Principles of Learning submitted by Kelly Hanson in partial fulfillment of the requirements of the degree of Doctor of Philosophy . Dr. Sabre Cherkowski, Faculty of Education UBC Okanagan Supervisor Dr. Margaret Macintyre Latta, Faculty of Education UBC Okanagan Supervisory Committee Member Dr. Karen Ragoonaden, Faculty of Education UBC Okanagan Supervisory Committee Member Dr. George Belliveau, Faculty of Education UBC Vancouver University Examiner Dr. Julian Kitchen, Faculty of Education Brock University External Examiner Additional Committee Members include: Dr. Braden Te Hiwi, Community, Culture, and Global Studies UBC Okanagan Supervisory Committee Member iii Abstract Recently in British Columbia (BC) a redesigned K-12 curriculum plan was introduced (BC Ministry of Education, 2016). Undergirding the plan are The First Peoples Principles of Learning (FNESC, 2008; 2015), a learning philosophy that offers nine descriptions of what learning is, what it supports, involves, recognizes, and embeds (FNESC, 2008; 2014). The rationale for embedding the principles into all aspects of the curricular plan is to prioritize Indigenous perspectives and worldviews in classrooms for all students and at all times (BC Ministry of Educat…
has type: Thesis/Dissertation
date issued: 2021-02
is shown at: 10.14288/1.0394892
language: eng
degree discipline: Interdisciplinary Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/76443