NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1194525
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1916-0666
Infusing Indigenous Knowledge and Epistemologies: Learning from Teachers in Northern Aboriginal Head Start Classrooms
Peterson, Shelley Stagg; Jang, Soon Young; Miguel, Jayson San; Styres, Sandra; Madsen, Audrey
McGill Journal of Education, v53 n1 p26-46 2018
Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada