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      • HARVEST
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      Soul-to-soul: deconstructing defiict thinking in the classroom

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      HARELKIN-BISHOP-THESIS.pdf (1.248Mb)
      Date
      2014-02-03
      Author
      Harelkin Bishop, Mary
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This thesis explores educator beliefs, attitudes and practices in teaching First Nations, Inuit, Métis and Ethnic students in Canada, including Muslim and Arabic students. Research supports evidence of on-going systemic racism toward the First Nations, Métis and Inuit, and New Canadians in society, and therefore, within our schools and our classrooms. Evidence also exists regarding how racism, invisibly instilled in educators as societal norms, permeates classrooms and helps continue to perpetuate marginalization and Othering of students. The research question was: How can teachers begin to deconstruct Euro-Centric, White Dominant beliefs, practices, attitudes and expectations in order to positively impact all students and their academic well-being? I examine the questions: What are some teachers doing which positively impacts learning for all students? What can be done to help teachers realize that some of their teaching practices and ways of dealing with students are disrespectful to the individual children and contribute to systemic racism?
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Supervisor
      Balzer, Geraldine A.
      Committee
      Orlowski, Paul M.
      Copyright Date
      November 2013
      URI
      http://hdl.handle.net/10388/ETD-2013-11-1301
      Subject
      Keyword 1
      Key Phrase One
      deficit thinking, Keyword 2
      Key Phrase Two anti-oppressive education
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