Abstracts
Abstract
In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three collegial inquiries into the program’s contribution toward improving cultural safety in K-12 schools and meeting social justice challenges in the region’s communities. Culturally safe allocation of space became better understood, affective learning outcomes were recognized as important determinants of cultural safety, and teacher action in classrooms towards cultural safety was scaffolded for various settings.
Résumé
En 2007, l’Université du Nord de la Colombie-Britannique a mis sur pied un programme de formation des enseignants à l’élémentaire d’une durée de deux ans, à son campus nord-ouest, situé à Terrace, en Colombie-Britannique. Ce programme a été conçu pour répondre aux besoins spécifiques de la communauté du nord, dont les inégalités existantes en termes de sécurité culturelle des enseignants et des élèves autochtones. Les auteurs partagent trois collaborations entre collègues issues du programme. Celles-ci ont contribué à améliorer la sécurité culturelle dans les écoles maternelle à secondaire 5 et à relever les défis de justice sociale présents dans les communautés de la région. L’attribution culturellement sécuritaire de l’espace a été mieux comprise, les conséquences affectives de l’apprentissage ont été reconnues comme des déterminants importants de la sécurité culturelle et les gestes des enseignants valorisant la sécurité culturelle dans leur classe ont été soutenus dans divers contextes.
Appendices
Bibliography
- Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R. … Wittrock, M.C. (Eds.) (2001). A taxonomy for learning, teaching, and assessing — A revision of Bloom’s taxonomy of educational objectives. Chicago, IL: Addison Wesley Longman.
- Aoki, T.T. (1990). Sonare and videre: A story, three echoes and a lingering note. In W. F. Pinar, & R. Irwin (Eds.), Curriculum in a new key: The collected works of Ted Aoki (pp. 367-376). Mahwah, NJ: Lawrence Earlbaum Associates.
- BCCT (British Columbia College of Teachers). (2008). Standards for the education, competence and professional conduct of educators in British Columbia. (3rd ed). Retrieved from British Columbia College of Teachers website http://www.bcct.ca/documents/AboutUs/Standards/edu_stds.pdf
- BC Stats. (2011). Foundation of our future: Education and well-being of children and youth in British Columbia. Infoline 11-36. Retreived from the Government of British Columbia website http://www.bcstats.gov.bc.ca
- Bebau, M. (1993). Designing an outcome-based ethics curriculum for professional education: Strategies and evidence of effectiveness. Journal of Moral Education22(3), 313-327.
- Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Susan Feuer Company.
- British Columbia Ministry of Education. (2005). Science K to 7: Integrated resource packages. Retrieved from Government of British Columbia website http://www.bced.gov.bc.ca/irp
- Caduto, M. (1983). A review of environmental values education. Journal of Environmental Education, 14(3), 12-18.
- Campbell, M., & Gregor, F. (2004). Mapping social relations: A primer in doing institutional ethnography. Walnut Creek, CA: AltaMira Press.
- Caro-Bruce, C., Flessner, R., Klehr, M. and Zeichner, K. (Eds.). (2007). Creating equitable classrooms through action research. Thousand Oaks, CA: Corwin Press.
- Clark, A. (2008, June). Critical realism. Presentation at the International Institute for Qualitative Methods conference. University of Alberta, Edmonton, AB.
- CMSD (2008). Programs: Aboriginal education. Retrieved from http://www.cmsd.bc.ca/index.php/Programs/AboriginalEducation.
- CMSD (2011). About us. Retrieved from http://www.cmsd82.bc.ca/index.php?option=com_content&view=article&id=48&Itemid=94#
- Coles, R. (1997). The moral intelligence of children. New York, NY: Random House.
- Contenta, S. (1993). Rituals of failure: What schools really teach. Toronto, ON: Between the Lines.
- Egbo, B. (2009). Teaching for diversity in Canadian Schools. Toronto, ON: Pearson Prentice Hall.
- Felluga, D. (2003). Modules on Althusser: On ideology. In Introductory Guide to Critical Theory. Purdue University. Retrieved from http://www.purdue.edu/guidetotheory/marxism/modules/althusserideology.html
- Freakley, M., & Burgh. G. (2000). Engaging with ethics: Ethical inquiry for teachers. Katoomba AU: Social Science Press.
- Gay, G. (2007, April). Tensions of theory and practice. Paper presented at the AERA, Chicago, IL..
- Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teacher’s College Press.
- Giroux, H. (1985). Teachers as transformative intellectuals. National Council for Social Studies. In K. Ryan & J.M. Cooper (Eds.), Kaleidoscope: Contemporary and classic readings in education (12th ed., 2007, pp. 35-40). Belmont, CA: Wadsworth.
- Goodlad, J.I., Soder, R., & Sirotnik K.A. (1990). The moral dimensions of teaching. San Francisco, CA: Jossey-Bass.
- Hyslop, K. (2011, March). Where struggle is hardest for families: How Hazelton, BC, became the poorest town in the province with the highest family poverty rate. Retrieved from http://thetyee.ca/News/2011/03/03/WhereStruggleIsHardest/
- Kaser, L., & Halbert, J. (2009). Leadership mindsets: Innovation and learning in the transformation of schools. New York, NY: Routledge.
- Kohlberg, L. (1973). The child as moral philosopher. In B. Chazan, & J. Soltis (Eds.), Moral education (pp. 132-135). New York, NY: Columbia University Press.
- Koshy, V. (2010). Action research for improving educational practice. Los Angeles, CA: SAGE.
- Lautensach, A., & Lautensach, S. (2011). Human insecurity through economic development: Educational strategies to destabilise the dominant paradigm. International Journal On Environmental, Cultural, Economic And Social Sustainability,7, 347-360.
- Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Toronto, ON: Bantam Books.
- Little Bear, L. (2007, October). Paradigms: A comparative approach. Keynote Address at NorthWest Community College, Challenging the paradigm: Decolonizing post-secondary education. Terrace, BC.
- Madsden, P. (1996). What can universities and professional schools do to save the environment? In J.B. Callicott, & F.J.R. da Rocha (Eds.), Earth summit ethics: Toward a reconstructive postmodern philosophy of environmental education (pp. 71-91). Albany, NY: SUNY.
- Matthew, N., & Williams, C. (2006). First Nations jurisdiction over education [Powerpoint presentation] Retrieved from http://www.fnesc.ca/Attachments/Education%20Policy%20Framework/06-05-29%20EPF_DIALOGUE_PRESENTATION_FINAL1.ppt
- McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York, NY: Longman.
- Moran, B. (1997). Sai’k’uz Ts’eke: Stoney Creek woman, the story of Mary John (2nd ed.). Vancouver, BC: Arsenal Pump Press.
- NAHO (National Aboriginal Health Organisation Canada) (2006). Cultural competency and safety in First Nations, Inuit, and Metis health care. Retrieved from http://www.naho.ca/documents/naho/english/factSheets/culturalCompetency.pdf
- NCNZ (Nursing Council of New Zealand) (2011) Guide to cultural safety, the Treaty of Waitangi and Maori health in nursing education and practice. Retrieved from http://www.nursingcouncil.org.nz/download/97/cultural-safety11.pdf
- Oakes, J., & Lipton, M. (2007). Teaching to change the world. Boston, MA: McGraw Hill.
- Ornell, C. (1980). Values in education. In Straughan, R., & J. Wrigley (Eds.), Values and evaluation in education (pp. 71-95). London, UK: Harper and Row.
- Piaget, J. (1932). The moral judgement of the child. London, UK: Routledge and Kegan Paul.
- Ramsden, I. (2005). Toward cultural safety. In D. Wepa (Ed.) Cultural safety in Aetearoa, New Zealand (pp. 2-19). Auckland, NZ: Pearson Education.
- Sleeter, C. (2005). Un-Standardizing curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teacher’s College Press.
- Smith, D. (2005). Institutional ethnography: A sociology for people. New York, NY: AltaMira Press.
- Smith, L. T. (2006). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books Ltd.
- Stiggins, R. (2008). An introduction to student-involved assessment FOR learning. Upper Saddle River, NJ: Pearson Education.
- Tuan, Y. (1975). Place: An Experiential Perspective. Geographical Review, 65(2), 151-165.
- Tuan, Y. (1986). Strangers and strangeness. Geographical Review, 76(1), 1-19.
- Tuan, Y. (1991). Language and the making of place: A narrative-descriptive approach. Annals of the Association of American Geographers, 81(4), 684-696.