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

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dc.contributor.author Zurzolo, Cara en_US
dc.date.accessioned 2009-12-09T16:46:06Z
dc.date.available 2009-12-09T16:46:06Z
dc.date.issued 2007-08-01-01:09T00:00:00Z en_US
dc.identifier (Sirsi) a1708284 en_US
dc.identifier.uri http://hdl.handle.net/1993/3814
dc.description.abstract This 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.extent 8233592 bytes en_US
dc.format.extent 8233592 bytes
dc.format.mimetype application/pdf
dc.language en_US
dc.language.iso en_US
dc.rights The 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.rights info:eu-repo/semantics/openAccess
dc.title An exploration of the experiences of non-Aboriginal teachers integrating Aboriginal perspectives into the Manitoba social studies curriculum en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Educational Administration and Foundations en_US
dc.degree.level Master of Education (M.Ed.) en_US


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