The DOI matches its DataCite record.
Teachers' Perceptions of the Integration of Aboriginal Culture Into the High School Curriculum
Open accessAbstract
Recently activities surrounding the integration of Aboriginal cultural knowledge, content, and perspectives into the school curriculum have increased in an attempt to increase school success and retention among Aboriginal students. But how do public schoolteachers, mainly non-Aboriginal and belonging to Canadian mainstream culture, perceive this integration? An ethnographic study conducted among 10 teachers from three public high schools revealed that although there was an expressed openness to the integration of Aboriginal knowledge and perspectives into the school curriculum, in practice little or only moderate headway is being made. What teachers integrated, how they integrated it, and what they perceived as challenges to, and facilitators of, integration are discussed in this article. Based on the research findings, 10 recommendations are made to guide policy and practice in the integration of Aboriginal perspectives.
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“a lack of Indigenous teacher role models (Kanu, 2005)”
From Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools (2022) · cites this paper as Kanu, 2005
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Cited by
Conversation Method in Indigenous Research
Kovach, M. (2020) · First Peoples Child & Family Review · doi:10.7202/1069060ar · Cited by 599
Conversational Method in Indigenous Research1
Kovach, M. (2020) · First Peoples Child & Family Review · doi:10.7202/1071291ar · Cited by 147
Towards decolonizing the pan‐Canadian science framework
Aikenhead, G. S. (2006) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1080/14926150609556712 · Cited by 87
Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum
Desmarchelier, R. (2015) · The Australian Journal of Indigenous Education · doi:10.1017/jie.2015.29 · Cited by 75
Higgins, M., Madden, B., & Korteweg, L. (2013) · Race Ethnicity and Education · doi:10.1080/13613324.2012.759932 · Cited by 74
Metadata
- Authors
- Kanu, Y.
- Corresponding author
- Kanu, Yatta
- Venue
- Alberta Journal of Educational Research
- Publisher
- Alberta Journal of Educational Research
- Published
- 2005-04-01
- Volume
- 51
- Issue
- 1
- Pages
- 50-68
- ISSN
- 0002-4805 (ISSN-L)
- OpenAlex
- W4400448227
- Cited by
- 86
- References
- 0
- Citations by year
- 2026: 3 · 2024: 1 · 2023: 2 · 2022: 4 · 2021: 6 · 2020: 12 · 2019: 11 · 2018: 5 · 2017: 4 · 2016: 3 · 2015: 3 · 2014: 5 · 2013: 8 · 2012: 4
- FWCI
- 11.17
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Alberta Journal of Educational Research (publishedVersion)
- Libraries and Cultural Resources (University of Calgary)
- Alberta Journal of Educational Research
- Topics
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Cultural Studies › Indigenous Cultures and Socio-Education
- Keywords
- Aboriginal culture, curriculum integration, teacher perceptions, Aboriginal students, secondary school curriculum, indigenous knowledge, student retention, barriers and facilitators, curriculum policy
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
