Integrating Aboriginal perspectives into the school curriculum : purposes, possibilities, and challenges
著者
書誌事項
Integrating Aboriginal perspectives into the school curriculum : purposes, possibilities, and challenges
University of Toronto Press, c2011
- : pbk
- : cloth
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
From improved critical thinking to increased self-esteem and school retention, teachers and students have noted many benefits to bringing Aboriginal viewpoints into public school classrooms. In Integrating Aboriginal Perspectives Into the School Curriculum, Yatta Kanu provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous students' engagement, learning, and academic achievement. Based on six years of empirical research, Kanu offers insights from youths, instructors, and school administrators, highlighting specific elements that make a difference in achieving positive educational outcomes. Drawing on a wide range of disciplines, from cognitive psychology to civics, her findings are widely applicable across both pedagogical subjects and diverse cultural groups. Kanu combines theoretical analysis and practical recommendations to emphasize the need for fresh thinking and creative experimentation in developing curricula and policy. Amidst global calls to increase school success for Indigenous students, this work is a timely and valuable addition to the literature on Aboriginal education.
目次
Acknowledgments Preface Chapter 1: Introduction: Integrating Aboriginal perspectives into school curricula: Why does it matter now Introduction The call to integrate Aboriginal perspectives Centrality of cultural mediation in human learning and development The effort to reconnect Aboriginal education to its cultural roots Integration for intimate and cultural citizenship Increasing our knowledge-base in a knowledge society Raising essential curriculum questions Organization of the book To generalize or not to generalize On the use of terminology Summary Questions for discussion References/Recommended readings Chapter 2: Understanding the integration of Aboriginal perspectives through theory Introduction Role of theory in understanding phenomena Theoretical frameworks for understanding minority school performance ----Socio-cultural theories of learning and cognition ----Macro-structural theories/explanations ----Racism, anti-racism, and critical race theories Summary Questions for discussion References/Recommended readings Chapter 3: Cultural mediators of Aboriginal student learning in the formal school system Introduction Investigating the influence of culture on Aboriginal student learning through a cultural-historical approach Research methods/ procedures Aboriginal students identify cultural mediators of their learning Related themes Theme 1: Indigenous approaches to learning ----Learning through stories and anecdotes ----Learning by observing and emulating ----Community support encourages learning ----Learning through scaffolding ----Learning through visual sensory modalities Theme 2: Effective oral interaction enhances learning Theme3: Concepts of self mediate learning Theme4: Relevant Curriculum increases learning Theme 5: Teacher's interpersonal style matters Summary Concluding remark Questions for discussion References/Recommended readings Chapter 4: Integrating Aboriginal perspectives into the school curriculum: Layering at five levels of classroom practice Introduction Defining 'Aboriginal perspectives': The challenge of definition Guiding principles for integrating Aboriginal perspectives The context of integration Integrating Aboriginal perspectives: Layering at five levels of practice ----Integrating at the level of student learning outcomes ----Integrating at the level of content/learning resources ----Integrating at the level of instructional methods/strategies ----Integrating at the level of assessment methods/strategies ----Integration as a philosophical underpinning of the curriculum Summary Questions for discussion References/Recommended readings Chapter 5: Aboriginal school success through integration? Learning opportunities and Challenges Introduction Documenting the impact of integration: Methods and procedures Results: Impact of integration: ----Impact on academic achievement ----Impact on school retention ----Impact on class attendance/regularity Challenges Concluding remark Summary Questions for discussion References/Recommended readings Chapter 6: Critical elements of instruction influencing Aboriginal school success Introduction Teacher's sense of efficacy Teacher capacity Culturally compatible teaching and assessment methods Targeting Aboriginal content and resources A nurturing learning environment Summary and caveat Questions for discussion References/Recommended readings Appendix A Chapter 7: Teachers' perceptions of the integration of Aboriginal perspectives Introduction Centrality of the teacher to curriculum change Investigating teachers' perceptions: Methods and procedures Teachers' perceptions: ----Teachers' beliefs about integration ----How teachers understand and approach integration ----What teachers perceive as challenges/impediments ----Facilitators of integration Summary Concluding remark Questions for discussion References/Recommended readings Chapter 8: A way forward: Lessons in implementation Introduction On the need for a reconceptualized theory of curriculum ----Curriculum as curere ----Curriculum as spiritual journey/transcendence ----Curriculum as conversation ----Curriculum as community Teachers and teacher education programs What schools should do How the Aboriginal community can help The need for systemic reform Summary Questions for discussion References/recommended readings
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