This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a theoretical framework to engage in a practitioner-reflection, exploring the decisions made while revising the original program to make it both culturally and ecologically relevant. Using an action research methodology, the practitioner-researcher resolves to continue to seek resolution to relevant aspects of marginalization in attempt to facilitate reinhabitation for Bridging the Gap learners while emphasizing the program’s place-specific social, economic, and ecological situatedness.
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/4485 |
| Date | 08 April 2011 |
| Creators | Swayze, Natalie |
| Contributors | Sutherland, Dawn (Curriculum, Teaching & Learning), McMillan, Barbara (Curriculum, Teaching & Learning) Longboat, Dan (Trent University) |
| Source Sets | University of Manitoba Canada |
| Language | en_US |
| Detected Language | English |
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