Dramatic Indigenization: An Investigation and Analysis of Indigenizing Saskatchewan Drama Curriculum
Date
2022-04-18
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0000-0002-8522-6273
Type
Thesis
Degree Level
Masters
Abstract
A current barrier to Indigenizing the current Canadian school system is the lack of knowledge by educators of how to teach using Indigenous ways of knowing in a meaningful and authentic way. The research I have conducted proposes that an already existing curriculum can be Indigenized by taking the established learning outcomes and meeting them using Indigenous ways of knowing and learning. Using the Saskatchewan drama curricula this research first analyzes the currently used drama curriculum in Saskatchewan, and determines how and if it currently teaches with an Indigenous paradigm in mind. This research then develops the ATS (Action/Text/Subtext) framework that determines how to conceptualize drama using Indigenous ways of knowing across grades 10-12 so that the same curriculum outcomes as before are maintained, but are taught through Indigenous paradigm and using Indigenous ways of knowing. The hope of this research is to focus on creating a paradigm shift that moves from the colonial paradigm in which the current drama curriculum has been created, into a paradigm that utilizes Indigenous ways of knowing in order to Indigenize how curriculum is understood and taught within schools.
Description
Keywords
Indigenous, Indigenization, Drama, Education
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Foundations
Program
Educational Foundations