Canadian Association for the Study of Indigenous Education (CASIE): Responding to the Challenge of Teaching, Learning, and Researching From Indigenous Standpoints

Session Submission Type: Invited Session

Abstract

In response to recent public policy shifts and related curricular initiatives across Canada, faculties of education across Canada have been challenged to provide preservice and practicing teachers with meaningful opportunities to teach and learn from Indigenous ways of knowing and being. A specific challenge associated with these initiatives concerns the possibility that Indigenous understandings of teaching and learning can be considered in their fullness - rather than in culturalist and isolated ways - and thus has a significant influence in the field of education in the years to come. In this session, participants will share examples from their own teaching and learning contexts that address these challenges in ways inspired by Indigenous philosophies and ways of knowing and being.

Sub Unit

• Canadian Society for the Study of Education - CSSE / Canadian Society for the Study of Education

Chair

• Dwayne Donald, University of Alberta

Papers

• Approaches in Second Language Teaching and Learning: A Synthesis of Traditional and Contemporary Practice at Shingwauk Kinoomaage Gamig - Brian McInnes, University of Minnesota - Duluth

• Lessons Learned: Effectiveness of Synchronous Full-Distance Delivery for Aboriginal Teacher Candidates - Megan Kathleen Gordon, Brock University; John H. Hodson, Lakehead University; Julian D. Kitchen, Brock University

• Weaving Words: Enhancing the Learning of Aboriginal Students - Lorna B. Williams, University of Victoria

• Aoksisowaato’p: Place and Story as Organic Curriculum - Dwayne Donald, University of Alberta