Incorporating Aboriginal content and perspectives in Saskatchewan curricula : experiences of selected teachers
Date
2005
Authors
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Journal ISSN
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Publisher
ORCID
Type
Degree Level
Masters
Abstract
The purpose of this study was to explore the experiences of selected
Saskatchewan teachers regarding the incorporation of Aboriginal content and
perspectives within current provincial curricula. This exploration was
accomplished through administering a survey to selected teachers teaching in
urban, rural and Band controlled school divisions and by conducting semi-structured
interviews.
Three themes emerged in the data analysis: (a) the incorporation of
Aboriginal content and perspectives takes time; (b) the incorporation of
Aboriginal content and perspectives is an important initiative; and (c) teachers
require further supports for the implementation of the incorporation of
Aboriginal content and perspectives. These three themes form the basis of five
recommendations to school and provincial policy makers and teacher education
programs.
This study is important because all teachers in the province of
Saskatchewan have been required to implement Aboriginal content and
perspectives into their curricula since 2000.
The population growth of Aboriginal people in Saskatchewan is
continuing to rise. Because of this the provincial education system is
experiencing an increase in Aboriginal students.
Hence, this study will inform the development of future policies to ensure
that all children in Saskatchewan come to know Aboriginal content and
Aboriginal perspectives.
Description
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Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies