Abstract:
In the last 20 years there has been a significant amount of research done on the topic of culturally relevant and culturally responsive pedagogy (Brown-Jeffy & Cooper, 2011; Gay, 2000; Ladson-Billings, 1995; Lipman, 1995; Maina, 1997). The purpose of my research was to learn what factors influence and inform teachers’ decisions to choose or not choose Aboriginal children’s literature for their classroom libraries and/or instructional purposes. In this study I conducted semi-structured interviews with six teachers in six different northern Manitoba schools, performed a classroom library audit in each of the six classrooms, and distributed a division-wide questionnaire. Findings suggest that even though teachers believe using Aboriginal children’s literature is important, it is not manifesting itself in the purchase and use of Aboriginal children’s literature in their classrooms. This study concludes by confirming the work of McPherson (2009) which suggests that teachers’ decision making processes are a reflection of their level of cultural responsiveness
