Soul-to-soul: deconstructing defiict thinking in the classroom
Date
2014-02-03
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
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?
Description
Keywords
Keyword 1, Key Phrase One, deficit thinking, Keyword 2, Key Phrase Two anti-oppressive education
Citation
Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies