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      Dramatic Indigenization: An Investigation and Analysis of Indigenizing Saskatchewan Drama Curriculum

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      STEFANATO-THESIS-2022.pdf (566.3Kb)
      Date
      2022-04-18
      Author
      Stefanato, Andy R
      ORCID
      0000-0002-8522-6273
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      A current barrier to Indigenizing the current Canadian school system is the lack of knowledge by educators of how to teach using Indigenous ways of knowing in a meaningful and authentic way. The research I have conducted proposes that an already existing curriculum can be Indigenized by taking the established learning outcomes and meeting them using Indigenous ways of knowing and learning. Using the Saskatchewan drama curricula this research first analyzes the currently used drama curriculum in Saskatchewan, and determines how and if it currently teaches with an Indigenous paradigm in mind. This research then develops the ATS (Action/Text/Subtext) framework that determines how to conceptualize drama using Indigenous ways of knowing across grades 10-12 so that the same curriculum outcomes as before are maintained, but are taught through Indigenous paradigm and using Indigenous ways of knowing. The hope of this research is to focus on creating a paradigm shift that moves from the colonial paradigm in which the current drama curriculum has been created, into a paradigm that utilizes Indigenous ways of knowing in order to Indigenize how curriculum is understood and taught within schools.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Foundations
      Program
      Educational Foundations
      Supervisor
      Wilson, Alex
      Committee
      Balzer, Geraldine; Vizina, Yvonne; Kulnieks, Andrejs
      Copyright Date
      April 2022
      URI
      https://hdl.handle.net/10388/13903
      Subject
      Indigenous
      Indigenization
      Drama
      Education
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      • Graduate Theses and Dissertations
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