Clowning tops hip hop: reflections on teaching at a First Nations school

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dc.contributor.authorDavis, Susan
dc.contributor.supervisorNahachewsky, James
dc.date.accessioned2015-05-01T16:08:21Z
dc.date.available2015-05-01T16:08:21Z
dc.date.copyright2015en_US
dc.date.issued2015-05-01
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project, which is informed by narrative inquiry, examines one teacher’s experiences as she navigated pedagogical challenges of teaching storytelling and hip hop in a First Nations school. The combination of changing educational contexts: shifting from teaching adults to teaching Indigenous youth had a significant outcome on the teacher’s initial attempts to move through the anticipated curriculum. A critical examination of the literature regarding teaching storytelling and hip hop across cultural boundaries, combined with personal journaling of her emergent teaching experiences, led the teacher to an effective and highly successful method of supporting learning through exploring clown and play, among other factors, to achieve enhanced relationships with her students. The project concludes with a description of considerations of personal, contextual, and theoretical factors which impacted her practice and the students’ experiences as well as recommendations for teachers beginning to work with First Nations students or other minority groups.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6114
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by/2.5/ca/*
dc.subjectclown
dc.subjectFirst Nations
dc.subjectengagement
dc.subjecthip hop
dc.titleClowning tops hip hop: reflections on teaching at a First Nations schoolen_US
dc.typeprojecten_US

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