Experiences in Native Studies 10: sharing student and teacher perspectives
Date
2006-09
Authors
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Type
Degree Level
Masters
Abstract
The purpose of this qualitative study was to explore how Native Studies 10
contributes to increasing Saskatchewan students' knowledge and understandings
concerning Aboriginal peoples. In visits to a Native Studies 10 course, which had a
mixture of Aboriginal and non-Aboriginal students, in an urban community within
Saskatchewan, the teaching of the Native Studies course was observed over the duration
of two semesters. Four students and the classroom teacher were interviewed using a
semi-structured approach.
The major findings of this study were that, although all participants believed the
course could reduce racism, the participants elected to take the course for different
reasons. The participants reported that prior to the Native Studies 10 course, they did
not have Aboriginal content integrated into their other courses, with the exception of
Cree language courses. Two participants elected to take Native Studies because they
believed it was easier than social studies or history, one chose the course because it was
familiar, and one believed it to be a good educational course. The classroom teacher
incorporated a variety of learning activities into the classroom. The teacher believed
students were enrolled in the course because they were looking for an alternative to
social studies or history. He also identified some of the challenges of teaching Native
Studies 10.
Native Studies 10 is not offered in all schools in Saskatchewan and it is being
taken by a limited number of students. Because the participants believed there were
positive benefits to taking the course, increased enrolment would be desirable. A
challenge that exists for the course at present is to increase the number of students taking the course and the rate of course delivery. Additionally, there should be
increased supports for teachers of Native Studies by means of education, community
support, and elder involvement.
Ultimately, rewriting high school curricula to be more inclusive of Aboriginal
content and perspectives would ensure that all students have opportunities to learn
these, not only those students who take the course. However, until a number of supports
are in place to implement this change, Native Studies courses benefit those students
who participate in them. In addition, Aboriginal content and perspectives should be
further integrated at all levels of the curricula.
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Degree
Master of Education (M.Ed.)
Department
College of Education
Program
College of Education