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How Is the Settler Colonial Project ...

Booker, Emily.

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How Is the Settler Colonial Project Advanced or Challenged in BC Schools through Teachers' Resources?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Is the Settler Colonial Project Advanced or Challenged in BC Schools through Teachers' Resources?/
Author:	Booker, Emily.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	118 p.
Notes:	Source: Masters Abstracts International, Volume: 82-10.
Contained By:	Masters Abstracts International82-10.
Subject:	Native peoples. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28383909
ISBN:	9798708708090

How Is the Settler Colonial Project Advanced or Challenged in BC Schools through Teachers' Resources?
Booker, Emily.

How Is the Settler Colonial Project Advanced or Challenged in BC Schools through Teachers' Resources? - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 118 p.

Source: Masters Abstracts International, Volume: 82-10.

Thesis (M.A.)--McGill University (Canada), 2020.

This item must not be sold to any third party vendors.

In the era of reconciliation in Canada, some people see education as a path to reconciliation, while others see education as a tool of the settler-colonial project, pushing forward settler-colonial agendas. This research critically analyses Shared Learnings: Integrating BC Aboriginal Content K-10, a resource created by the Aboriginal Enhancement branch of the British Columbian Ministry of Education, to include Indigenous content in kindergarten to grade 10 classrooms. The objectives of this study are broadly to inquire into settler colonialism in education and specifically to determine if a resource created to benefit Indigenous students and include Indigenous content in the classroom is achieving its objectives or continuing to advance the settler colonial project. With Tribal Critical Race Theory as a theoretical framework and using Critical Discourse Analysis as a method of analysis, this research uncovers the ideologies being imparted to teachers interacting with the resource and how those ideologies are connected to the settler colonial project. Ultimately the research found that some aspects of Shared Learnings challenged the settler colonial project while others supported it.

ISBN: 9798708708090Subjects--Topical Terms:

3558955
Native peoples.
Subjects--Index Terms:

Settler-colonial project

How Is the Settler Colonial Project Advanced or Challenged in BC Schools through Teachers' Resources?
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520 $a In the era of reconciliation in Canada, some people see education as a path to reconciliation, while others see education as a tool of the settler-colonial project, pushing forward settler-colonial agendas. This research critically analyses Shared Learnings: Integrating BC Aboriginal Content K-10, a resource created by the Aboriginal Enhancement branch of the British Columbian Ministry of Education, to include Indigenous content in kindergarten to grade 10 classrooms. The objectives of this study are broadly to inquire into settler colonialism in education and specifically to determine if a resource created to benefit Indigenous students and include Indigenous content in the classroom is achieving its objectives or continuing to advance the settler colonial project. With Tribal Critical Race Theory as a theoretical framework and using Critical Discourse Analysis as a method of analysis, this research uncovers the ideologies being imparted to teachers interacting with the resource and how those ideologies are connected to the settler colonial project. Ultimately the research found that some aspects of Shared Learnings challenged the settler colonial project while others supported it.
520 $a A l'ere de la reconciliation au Canada, certaines personnes voient l'education comme un chemin a la reconciliation, tandis les autres la considere comme un outil du projet colonial-des-colons. Cette recherche analyse d'une facon critique Shared Learnings: Integrating BC Aboriginal Content K-10, une ressource creee par la branche d'Aboriginal Enhancement de la Ministere d'Education on Colombie-Britannique, pour inclure du materiel Autochtone dans les cours de maternelles jusqu'a 10e annee. Les objectifs de cette recherche sont generalement d'enqueter sur le colonialisme des colons dans l'education et plus precisement de determiner si une ressource creee pour beneficier les etudiants Autochtones et pour inclure plus de contenues Autochtones dans les cours atteint ses objectifs ou appuie le projet colonial-des-colons. En utilisant la theorie de Tribal Critical Race et la methode d'analyse critique du discoures, cette recherche decouvre les ideologies transmises aux enseignants qui interagissent avec la ressource et comment ces ideologies sont liees au projet colonial-des-colons. Enfin, la recherche a revele la presence de certaines ideologies dans Shared Learnings qui soutiennent le projet colonial des colons.
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