My journey of praxis: a proposal for an autoethnographic study addressing place-based education, indigenous knowledge, and decolonization

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dc.contributor.authorHarris, Dianne
dc.contributor.supervisorNahachewsky, James
dc.date.accessioned2014-04-28T04:14:13Z
dc.date.available2014-04-28T04:14:13Z
dc.date.copyright2014en_US
dc.date.issued2014-04-27
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project is a personal journey of praxis of an elementary school teacher and considers the question of: Where is my place teaching in a First Nations’ school in the 21st century? The project has three main themes: (1) Place-Based Education; (2) Indigenous Knowledge; and (3) Decolonization of the Curriculum. The educator of twenty-five years is reflecting on lived experiences as an elementary teacher teaching as an elementary teaching in First Nations’ schools in Canada. Reflections and research on these lived experiences through an autoethnograghic guided study enabled a broader and richer view of the themes identified for the author.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5292
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.tempAttribution-NonCommercial-NoDerivs 2.5 Canada*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectpraxis, place-based education, Indigenous Knowledge, colonization, decolonization, Lil’wat principles of learningen_US
dc.titleMy journey of praxis: a proposal for an autoethnographic study addressing place-based education, indigenous knowledge, and decolonizationen_US
dc.typeprojecten_US

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