東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Urban indigenous youths' perspective...

Friedel, Tracy Lynn.

Linked to FindBook

Google Book

Amazon

博客來

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education./
Author:	Friedel, Tracy Lynn.
Description:	282 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0134.
Contained By:	Dissertation Abstracts International71-01A.
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR55347
ISBN:	9780494553473

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.
Friedel, Tracy Lynn.

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education. - 282 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0134.

Thesis (Ph.D.)--University of Alberta (Canada), 2009.

This a study centered on a non-formal place based learning program delivered to ten First Nation and Metis urban youth during the summer and fall of 2006. I used Cajete's (2000a) notion of curricula as maps, the growing body of literature associated with place-based learning (Gruenewald, 2003), and understandings of place as known by Indigenous Elders and academics (Kawagley & R. Barnhardt, 1999) to initiate a program that sought to teach at the intersection of knowledge and nature. Place-based education has special significance in contexts where Indigenous people have developed a deep, longstanding relationship to the place in which they have lived for millennia. Newhouse & Peters (2003) importantly point out that when Aboriginal people move into cities, unlike other urban in-migrants, very often they are travelling within their traditional territories.

ISBN: 9780494553473Subjects--Topical Terms:

1669130
Education, Policy.

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.
LDR:03222nam 2200277 4500 001 1398445
005 20110908112947.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9780494553473
035 $a (UMI)AAINR55347
035 $a AAINR55347
040 $a UMI $c UMI
100 1 $a Friedel, Tracy Lynn. $3 626652
245 1 0 $a Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0134.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2009.
520 $a This a study centered on a non-formal place based learning program delivered to ten First Nation and Metis urban youth during the summer and fall of 2006. I used Cajete's (2000a) notion of curricula as maps, the growing body of literature associated with place-based learning (Gruenewald, 2003), and understandings of place as known by Indigenous Elders and academics (Kawagley & R. Barnhardt, 1999) to initiate a program that sought to teach at the intersection of knowledge and nature. Place-based education has special significance in contexts where Indigenous people have developed a deep, longstanding relationship to the place in which they have lived for millennia. Newhouse & Peters (2003) importantly point out that when Aboriginal people move into cities, unlike other urban in-migrants, very often they are travelling within their traditional territories.
520 $a The intent of the study was to gamer an understanding of how urban Native youth experience identity, place and education in the early twenty-first century. I employed both a conventional and visual research approach to data collection, the latter helping to privilege the frequently silenced voices of Indigenous youth. The use of a visual research method along with critical race theory (CRT) in qualitative research (Parker & Lynn, 2002) allow for greater emphasis on the 'voice' of participants, male and female, fourteen to sixteen years of age. Made explicit through their voice is that race and racism heavily influence their sense of Indigenous identity and experience of place on the Canadian prairies. Using CRT in education (Ladson-Billings, 1999), I highlight the contradictions produced by an ecology-focused place-based learning for urban Native youth. I argue that an uneven emphasis on environmental, rural, and outdoor learning in place-based education, at times tied to the discourses of authenticity and neo-primitivism, obscures ongoing oppression and a full analysis of the ways in which identities are constructed and maintained in the domination of peoples, places, and knowledges. Suggested by this research is an alternative conception of place-based learning that is concerned with the local environment in ways that resonate with anti-racist education and the non-compartmentalized ways of knowing available in Indigenous knowledge systems.
590 $a School code: 0351.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Native American Studies. $3 626633
690 $a 0458
690 $a 0727
690 $a 0740
710 2 $a University of Alberta (Canada). $3 626651
773 0 $t Dissertation Abstracts International $g 71-01A.
790 $a 0351
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR55347