This thesis represents an interpretive exploration into the experiences of First Nations' children who were receiving special education services and who had a history of receiving special education services. My purpose was to discover "What is a 'special' education for First Nations' children?" I began with the stories which brought me to this inquiry and the literature which connected with those stories. Then through open-ended interviews, eight First Nations' children gave stories that spoke of their experiences. My interpretations of their stories were reflected within the context of my non-Native culture, knowledge and experiences. The interpretations were offered as possible ways of seeing and knowing the experiences of the First Nations' children and as possible ways of opening oneself to respecting an-'other' way of seeing and knowing. My exploration led me to see anew what a 'special' education might be for First Nations' children. / vii, 160 leaves ; 29 cm.

Two hypothese were considered within the confines of this study. In reference to the first, it has been demonstrated that the strength of perceived school cultures, when defined by meta-orientations, can be measured using culturally related constructs. While respecting the notion that cultures are living entities in a culturally related constructs. While respecting the notion that cultures are living entities in a continual state of change, the researcher found the perceived extant school culture of Southern Alberta during the course of the study appeared to be mainly transormational in nature. From this study, a cultural meta-orientation matrix has been proposed. Should this description have validity for schools in Southrn Alberta, and accepting the results of this study that the perceived working reality of school cultures is transformational in nature, both macro and sub-cultures wishing to work successfully with and within the extant school cultures would also be required to be transformational in order to achieve greater success. Regarding the second hypothesis, this study measured perceived levels of acceptance or resistance to change through the use of an individual change index. This index suggest teachers and principals in Southern Alberta were somewhat resistive to change initiatives at the time this inquiry took place. It is the conclusion of this researcher that such resistance may be attributed to a "clash of cultures"; specifically, the Alberta Education transmissional culture causing conflict within the transformational school cultures. / x, 114 leaves : ill. ; 28 cm.

Grainview: A Beginning Teacher's Experiences on a Hutterite colony in novel form. Hutterite colonies dot the Canadian prairie landscape like grain elevators. Where did they come from? What do the people called Hutterites believe? Accalia McConnell was bright, feisty, newly graduated teacher. Her first teaching assignment was on an Alberta Hutterite colony. As her first seven years of teaching unfold, "Caley" is continuously confronted with new challenges, contradictions, and compromises necessitated when two divergent cultures collide in one small classroom. The Hutterian life is ostensibly based on the biblical interpretations of their erstwhile leader. Jakob Hutter, who seized communal life has defied probability and flourished over their four hundred year history. However, in contemporary society the technological advances threaten one of the basic tenets of Hutterian life: isolaton. When the Hutterites emigrated to the West it was negotiated that the colony members were to be educated in local curricula. This price of admission presented the dilemma of maintaining traditional ways in the face of modern advancements. The flashpoint for this cultural collision is the classroom of Caley McConnell. As the anecdotal stories of education in the schoolhouse unfold, Caley is forced to cotinuously balance the myriad of viewpoints surrounding her: those of the superintendent, the preacher, Daniel the domineering farm boss, the illegitimate child, runaways and Caley's own set of values. These stories intertwine numerous challenges that inexorably lead to a breaking point. In searching for an understanding of Hutterian culture, Caley ultimately discovers herself. / xix, 118 p. ; 28 cm.