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Fiddling with a Culturally Responsiv...

Gluska, Virginia.

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Fiddling with a Culturally Responsive Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fiddling with a Culturally Responsive Curriculum./
Author:	Gluska, Virginia.
Description:	220 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR86968
ISBN:	9780494869680

Fiddling with a Culturally Responsive Curriculum.
Gluska, Virginia.

Fiddling with a Culturally Responsive Curriculum. - 220 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.(Ed.))--University of Ottawa (Canada), 2011.

The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba.

ISBN: 9780494869680Subjects--Topical Terms:

2122919
Multicultural Education.

Fiddling with a Culturally Responsive Curriculum.
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100 1 $a Gluska, Virginia. $3 3187902
245 1 0 $a Fiddling with a Culturally Responsive Curriculum.
300 $a 220 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
502 $a Thesis (M.A.(Ed.))--University of Ottawa (Canada), 2011.
520 $a The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba.
590 $a School code: 0918.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Music education. $3 3168367
650 4 $a Native American studies. $3 2122730
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710 2 $a University of Ottawa (Canada). $b Education. $3 2092334
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792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR86968