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Integrating Indigenous and Eurocentric pedagogy within the English First Peoples curriculum

University of British Columbia

This study focuses on the incorporation of Aboriginal content and pedagogy into senior level academic secondary school courses with students of both Aboriginal and non-Aboriginal ancestry within the English First Peoples curriculum. The results reveal the positive relationship between Indigenous approaches, student engagement, and academic performance as well as challenges and tensions resulting from the merging of diverse educational perspectives. Both theoretical support for the use of Indigenous pedagogy as well as practical classroom examples are described. These findings have the potential to support educators as we move towards increased collective understanding of the necessity of the acknowledgement of Indigenous culture and perspectives both within our public education system and society as a whole.

Text

2016-05-17

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/58149

Education

University of British Columbia

UBCO

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