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Toponymy as a teaching tool: Interpr...

Whyte, David Bruce.

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Toponymy as a teaching tool: Interpreting Indigenous Knowledge through place names.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toponymy as a teaching tool: Interpreting Indigenous Knowledge through place names./
Author:	Whyte, David Bruce.
Description:	81 p.
Notes:	Source: Masters Abstracts International, Volume: 46-04, page: 1883.
Contained By:	Masters Abstracts International46-04.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR35559
ISBN:	9780494355596

Toponymy as a teaching tool: Interpreting Indigenous Knowledge through place names.
Whyte, David Bruce.

Toponymy as a teaching tool: Interpreting Indigenous Knowledge through place names. - 81 p.

Source: Masters Abstracts International, Volume: 46-04, page: 1883.

Thesis (M.A.)--Royal Roads University (Canada), 2007.

This research project explores how the meanings embedded in place names (toponymy) can serve as an instructional strategy to interpret Indigenous Knowledge in a free-choice cultural heritage educational setting. A pilot communications process lead by local cultural stewards created a concept for a museum exhibit, using place names as educational levers to the worldview of the Kwakwaka'wakw First Nations of coastal British Columbia, Canada. Formative evaluation directed revision of the draft, and included validation for authenticity by local cultural custodians, comparison-testing with a sample of museum visitors to assess response to the strategy, and focus-group sessions with a targeted market sample to refine content, presentation and targeting. The research suggests a role for place names, but cautions map-based information is not universally well-received by all learning styles. The project sponsor will use this research to create a new exhibit at the U'mista Cultural Centre of Alert Bay.

ISBN: 9780494355596Subjects--Topical Terms:

735016
Anthropology, Cultural.

Toponymy as a teaching tool: Interpreting Indigenous Knowledge through place names.
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520 # $a This research project explores how the meanings embedded in place names (toponymy) can serve as an instructional strategy to interpret Indigenous Knowledge in a free-choice cultural heritage educational setting. A pilot communications process lead by local cultural stewards created a concept for a museum exhibit, using place names as educational levers to the worldview of the Kwakwaka'wakw First Nations of coastal British Columbia, Canada. Formative evaluation directed revision of the draft, and included validation for authenticity by local cultural custodians, comparison-testing with a sample of museum visitors to assess response to the strategy, and focus-group sessions with a targeted market sample to refine content, presentation and targeting. The research suggests a role for place names, but cautions map-based information is not universally well-received by all learning styles. The project sponsor will use this research to create a new exhibit at the U'mista Cultural Centre of Alert Bay.
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