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

dc.contributor.authorWiens, Ryan
dc.contributor.examiningcommitteePiquemal, Nathalie (Educational Administration, Foundations and Psychology) Deer, Frank (Curriculum, Teaching and Learning)en_US
dc.contributor.supervisorMandzuk, David (Educational Administration, Foundations and Psychology)en_US
dc.date.accessioned2012-12-20T20:22:00Z
dc.date.available2012-12-20T20:22:00Z
dc.date.issued2012-12-20
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractIn 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.description.noteFebruary 2013en_US
dc.identifier.urihttp://hdl.handle.net/1993/14167
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectAboriginalen_US
dc.subjectEducationen_US
dc.subjectPerspectivesen_US
dc.subjectIntegrationen_US
dc.titleOn integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canadaen_US
dc.typemaster thesisen_US
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