Description

Across Canada, new curriculum initiatives require teachers to introduce students to Aboriginal content. In response, many teachers unfamiliar with Aboriginal approaches to learning and teaching are seeking ways to respectfully weave this material into their lessons.

Learning and Teaching Together introduces teachers of all levels to an indigenist approach to education. Tanaka recounts how pre-service teachers enrolled in a crosscultural course in British Columbia immersed themselves in indigenous ways of knowing as they worked alongside indigenous wisdom keepers. Transforming cedar bark, buckskin, and wool into a mural that tells stories about the land upon which the course took place, they discovered new ways of learning that support not only intellectual but also tactile, emotional, and spiritual forms of knowledge.

By sharing how one group of non-indigenous teachers learned to privilege indigenous ways of knowing in the classroom, Tanaka opens a path for teachers to nurture indigenist crosscultural understanding in their own classrooms.

Learning and Teaching Together: Weaving Indigenous Ways of Knowing into Education

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£29.99

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Paperback / softback by Michele TD Tanaka

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Short Description:

Across Canada, new curriculum initiatives require teachers to introduce students to Aboriginal content. In response, many teachers unfamiliar with Aboriginal... Read more

    Publisher: University of British Columbia Press
    Publication Date: 15/02/2017
    ISBN13: 9780774829526, 978-0774829526
    ISBN10: 0774829524

    Number of Pages: 260

    Non Fiction , History

    Description

    Across Canada, new curriculum initiatives require teachers to introduce students to Aboriginal content. In response, many teachers unfamiliar with Aboriginal approaches to learning and teaching are seeking ways to respectfully weave this material into their lessons.

    Learning and Teaching Together introduces teachers of all levels to an indigenist approach to education. Tanaka recounts how pre-service teachers enrolled in a crosscultural course in British Columbia immersed themselves in indigenous ways of knowing as they worked alongside indigenous wisdom keepers. Transforming cedar bark, buckskin, and wool into a mural that tells stories about the land upon which the course took place, they discovered new ways of learning that support not only intellectual but also tactile, emotional, and spiritual forms of knowledge.

    By sharing how one group of non-indigenous teachers learned to privilege indigenous ways of knowing in the classroom, Tanaka opens a path for teachers to nurture indigenist crosscultural understanding in their own classrooms.

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