Six First Nations women artists tell their stories about
learning their art and culture. Previous research has paid
little attention to the learning experiences of First Nation
women artists. Ethnographic research methods were used in
this qualitative study. Field research included video and
audio recorded intensive open-ended interviews with three
Coastal Salish women from Sechelt, British Columbia, and
three Cree women from Pukatawagan, Manitoba, as they tel l how
essential learning and teaching, art and culture are to them,
their children and their communities.
This study shows that there is a need for curricular
reform and teacher education reform so that the school
experiences for First Nations students will reflect and be
sensitive to their histories, traditions and overall cultural
identities. From testimonies presented in this thesis, it is
evident that effective teaching of relevant cultural art
content that results in meaningful learning leads to
increased self knowledge, confidence and pride. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/4323 |
| Date | 11 1900 |
| Creators | Miller, Lorrie |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 8513940 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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