Conversations with First Nations educators: weaving identity into pedagogical practice
| dc.contributor.author | Wilson, Teresa | |
| dc.contributor.supervisor | Robertson, Margaret | |
| dc.date.accessioned | 2025-08-09T00:02:51Z | |
| dc.date.available | 2025-08-09T00:02:51Z | |
| dc.date.issued | 2000 | |
| dc.description.abstract | This study addresses how the identity of contemporary First Nations educators weaves into their praxis as educators. It simultaneously tackles authenticity of cross-cultural research approach, in particular the relationship between academic research and Native peoples. The methodology chosen is the hermeneutic conversation, specifically, Gadamer's use of Aristotle's phronesis and Socrates' dialectic. Principles for future research conduct with First Nations people are adduced; collaboration was a key element. The crux is contained within the conversations the researcher had with six First Nations educators from five different nations. The educators' words are organized into four voices: a voice that affirms the contemporary applicability of traditional teachings (the affirming voice), a resistant voice that quietly rages against systematic racism and persistent stereotyping, an ironic voice that reminds First Nations educators of the distance yet to be traveled, and a bridging voice that encourages Canadian society to be taught by First Nations thought. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22580 | |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject.department | Department of Curriculum and Instruction | |
| dc.title | Conversations with First Nations educators: weaving identity into pedagogical practice | |
| dc.type | Thesis |