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On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada

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dc.contributor.supervisor Mandzuk, David (Educational Administration, Foundations and Psychology) en_US
dc.contributor.author Wiens, Ryan
dc.date.accessioned 2012-12-20T20:22:00Z
dc.date.available 2012-12-20T20:22:00Z
dc.date.issued 2012-12-20
dc.identifier.uri http://hdl.handle.net/1993/14167
dc.description.abstract In an effort to atone for almost two centuries of mishandling, and faced with ballooning urban Aboriginal populations, many of Canada’s governments and educational institutions have adopted policies to encourage the integration of Aboriginal perspectives in schools. Realizing that their efforts can only be given life by teachers, this study explores the perceptions of eight teachers integrating Aboriginal perspectives into their Grade 10 ELA classes in the Buffalo Stone School Division (pseudonym used). Interviews conducted with the teachers explored how personal, contextual and institutional realities have shaped the perceptions that the teachers bring to their practice. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Aboriginal en_US
dc.subject Education en_US
dc.subject Perspectives en_US
dc.subject Integration en_US
dc.title On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.contributor.examiningcommittee Piquemal, Nathalie (Educational Administration, Foundations and Psychology) Deer, Frank (Curriculum, Teaching and Learning) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note February 2013 en_US


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