An exploration of the experiences of non-Aboriginal teachers integrating Aboriginal perspectives into the Manitoba social studies curriculum

Simple item page
dc.contributor.authorZurzolo, Caraen_US
dc.date.accessioned2009-12-09T16:46:06Z
dc.date.available2009-12-09T16:46:06Z
dc.date.issued2007en_US
dc.degree.disciplineEducational Administration and Foundationsen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis study explores the experiences of non-Aboriginal teachers who are currently in the process of integrating Aboriginal perspectives into the social studies curriculum in Manitoba schools. This research aims to richly describe and understand the experiences of teachers, and then examines that description of experience through a theoretical lens that respects a commitment to social justice and advocacy for students and teachers. Two theoretical lenses by Banks (2001): namely the four approaches to multicultural curricular reform and the four characteristics of effective multicultural teachers were used to analyze the data. The research consists of the first-person accounts of teachers reflecting on their experiences (structural, curricular, relational and personal), their identity (personal and professional), and their perceptions and attitudes on such matters as equity, social justice and integrating Aboriginal perspectives during two semi-structured interviews. The research specifically highlighted teachers' pedagogical resources (structural, curricular, relational and personal) and the challenges that subverted or submerged their attempts to integrate Aboriginal perspectives successfully in their classrooms. This research attempts to understand the teaching experience and what it is to integrate Aboriginal perspectives and what it means for a non-aboriginal teacher. This information was used to develop a working definition of what it means to integrate Aboriginal perspectives and provided a starting point to interpret this experience.en_US
dc.format.extent8233592 bytesen_US
dc.format.extent8233592 bytes
dc.format.mimetypeapplication/pdf
dc.identifier(Sirsi) a1708284en_US
dc.identifier.urihttp://hdl.handle.net/1993/3814
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.rightsThe reproduction of this thesis has been made available by authority of the copyright owner solely for the purpose of private study and research, and may only be reproduced and copied as permitted by copyright laws or with express written authorization from the copyright owner.en_US
dc.titleAn exploration of the experiences of non-Aboriginal teachers integrating Aboriginal perspectives into the Manitoba social studies curriculumen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Zurzolo, An Exploration.pdf
Size:
7.85 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
FGS - Electronic Theses and Practica
Manitoba Heritage Theses