ASSESSMENT MAKING IN A nêhiyawêwin BILINGUAL PROGRAM: ASSESSMENT AS wâhkôhtowin
Date
2025-01-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0008-4542-281X
Type
Thesis
Degree Level
Doctoral
Abstract
This research began with an examination of the experiences of assessment making in an nêhiyawêwin (Cree language) bilingual program within wâhkôhtowin (relationships) as ontology. The larger Indigenous narrative inquiry focused on the research wonder: In an Indigenous culture and language program where relationships are central, in what ways does the current assessment approach meet children and youths’ needs? What improvements might be made to the assessment approach to better meet these students’ needs? I worked alongside two students, two parents, two teachers, and one elder and as we listened to each other, we heard the stories of how nêhiyaw (Cree) identity situated in communities was shaped. My intention for the inquiry was to provide a more inclusive picture of assessment as wâhkôhtowin and focus on assessment making based on experiences in an Indigenous language program.
The field texts (data) created by this inquiry included my field notes as the researcher; and audio-recorded conversations with the students, parents, teachers, and Elder participant in two interviews; and two sharing circles. This dissertation includes various threads of experiences written in three voices: nêhiyawêwin, story form, and academic. To do this research work, the first thread emerged when I attended to the relational responsibilities of Indigenous research and the methodological commitments of narrative inquiry. The second thread focused on the timelines of participants as they shaped nêhiyaw identity with nêhiyawêwin and assessment making in relation to time, place, and sociality. The third thread revealed tensions in the experiences of assessment that led to loss of nêhiyawêwin, nêhiyaw culture, and identity. The fourth thread revealed ways to attend to nêhiyawêwin revitalization in and out of the classroom that includes assessment making.
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Keywords
ASSESSMENT MAKING nêhiyawêwin BILINGUAL PROGRAM: ASSESSMENT AS wâhkôhtowin
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Foundations
Program
Educational Foundations