Singing ourselves in
Date
2004-01-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
In a qualitative study, grade three students in an urban classroom were introduced to Aboriginal children's picture-storybooks followed by "menoh," which are literary response activities. "Menoh" is defined as aesthetics, although, in this study "menoh" activities stem from Anishnabe and Cree cultural ways such as in traditional singing, dance, drumming, art and cooking.
The researcher used a reframing as a decolonizing methodology in order to reclaim Aboriginal voice and perspective. Reframing is taking greater control over the way Aboriginal research is structured, analyzed and written. The research data was collected over a period of several months within the classroom where the researcher read aloud and drew Aboriginal and non-Aboriginal listeners into the multi-layers of the stories. Through dialogue and critique, the students discussed the stories in literary circles. They shared meanings about the stories and made connections to their own lives and the lives of others. The stories contained messages about loyalty, respect, responsibility, honesty, humility, trust, and sharing-all those qualities that helped Aboriginal people live the life they did and still do today. Discussion was followed by a variety of "menoh," activities that introduced aesthetic ways of knowing from an Aboriginal perspective.
Description
Keywords
teaching Native perspective in elementary schools, menoh activities, teaching Aboriginal perpectives, Aboriginal picture storybooks, cultural enrichment activities, literary response activities
Citation
Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies