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      • HARVEST
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      Kasibahagua Meets Sassuma Arnaa: Truancy, Resilience and Indigenous Curricula

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      KRISTENSEN-THESIS-2021.pdf (1.904Mb)
      Date
      2021-06-01
      Author
      Kristensen, Melina L
      ORCID
      0000-0003-3790-2238
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This non-empirical thesis employed standpoint theory to explore how culturally relevant curricula and curricular resources aim to foster resilience while diminishing truancy among First Nations, Métis, and Inuit youths. First Nations, Métis, and Inuit curricula and curricular resources were explored for their potentials for undoing the negative repercussions that may come from using Western curricula formulations and processes. Based on my analysis, I concluded that teacher education programs can better equip educators educating Indigenous youths by utilizing curricula and curricular resources, built upon the premises of Indigenous paradigms, training infused with culturally relevant knowledge, and increased community involvement. Addressing such factors may aid in birthing resilience and reducing truancy.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Foundations
      Program
      Educational Foundations
      Supervisor
      Jessen Williamson, Karla
      Committee
      McVittie, Janet; Murphy, Shaun; Donald, Dwayne
      Copyright Date
      October 2021
      URI
      https://hdl.handle.net/10388/13439
      Subject
      First Nations
      Métis
      Inuit
      Inuit youth
      Taíno
      Taino
      Indigenous
      Aboriginal
      First Nations, Métis, and Inuit curriculum
      First Nations, Métis, and Inuit curricular resources
      teacher education
      resilience
      truancy
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      • Graduate Theses and Dissertations
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