This study investigates the potential of learning stories to provide a means to incorporate Indigenous perspectives and transform the educational status quo by working with locally based early childcare educators to knead the learning story approach into something community specific. This is an action research project grounded in Indigenous methods and methodologies embedded in processes of transformative education informed by post-colonial discourse and de-colonial theory. The study found that learning stories provide a medium through which children can see themselves as part of a world that includes Inuit knowledge(s) and practices. These stories provide a place through which identities grounded in Inuit knowledge(s) and language can be formed. By creating learning stories, the work of the educator and children together becomes visible to children, parents, and the educator’s colleagues. The process of creating learning stories and planning for them strengthens connections with Elders, who become through the process recognized for their role as valuable transmitters of cultural knowledge. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3483 |
| Date | 22 August 2011 |
| Creators | Rowan, Mary Caroline |
| Contributors | Pacini-Ketchabaw, Veronica |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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