Show simple item record

dc.contributor.supervisor Sutherland, Dawn (Curriculum, Teaching & Learning) en
dc.contributor.author Swayze, Natalie
dc.date.accessioned 2011-04-08T16:10:27Z
dc.date.available 2011-04-08T16:10:27Z
dc.date.issued 2011-04-08T16:10:27Z
dc.identifier.uri http://hdl.handle.net/1993/4485
dc.description.abstract This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness. en
dc.format.extent 1567772 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Indigenous en
dc.subject Learning en
dc.subject Science en
dc.subject Environment en
dc.subject Reinhabituation en
dc.subject Marginalization en
dc.subject Aboriginal en
dc.subject Inner-city en
dc.title Engaging indigenous urban youth in environmental learning: the importance of place revisited en
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US
dc.degree.discipline Curriculum, Teaching and Learning en
dc.contributor.examiningcommittee McMillan, Barbara (Curriculum, Teaching & Learning) Longboat, Dan (Trent University) en
dc.degree.level Master of Education (M.Ed.) en
dc.description.note May 2011 en


Files in this item

This item appears in the following Collection(s)

Show simple item record

View Statistics