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Urban indigenous youths' perspective...

Friedel, Tracy Lynn.

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Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education./
作者:	Friedel, Tracy Lynn.
面頁冊數:	282 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0134.
Contained By:	Dissertation Abstracts International71-01A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR55347
ISBN:	9780494553473

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.
Friedel, Tracy Lynn.

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education. - 282 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0134.

Thesis (Ph.D.)--University of Alberta (Canada), 2009.

This a study centered on a non-formal place based learning program delivered to ten First Nation and Metis urban youth during the summer and fall of 2006. I used Cajete's (2000a) notion of curricula as maps, the growing body of literature associated with place-based learning (Gruenewald, 2003), and understandings of place as known by Indigenous Elders and academics (Kawagley & R. Barnhardt, 1999) to initiate a program that sought to teach at the intersection of knowledge and nature. Place-based education has special significance in contexts where Indigenous people have developed a deep, longstanding relationship to the place in which they have lived for millennia. Newhouse & Peters (2003) importantly point out that when Aboriginal people move into cities, unlike other urban in-migrants, very often they are travelling within their traditional territories.

ISBN: 9780494553473Subjects--Topical Terms:

1669130
Education, Policy.

Urban indigenous youths' perspectives on identity, place and place-based learning and the implications for education.
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502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2009.
520 $a This a study centered on a non-formal place based learning program delivered to ten First Nation and Metis urban youth during the summer and fall of 2006. I used Cajete's (2000a) notion of curricula as maps, the growing body of literature associated with place-based learning (Gruenewald, 2003), and understandings of place as known by Indigenous Elders and academics (Kawagley & R. Barnhardt, 1999) to initiate a program that sought to teach at the intersection of knowledge and nature. Place-based education has special significance in contexts where Indigenous people have developed a deep, longstanding relationship to the place in which they have lived for millennia. Newhouse & Peters (2003) importantly point out that when Aboriginal people move into cities, unlike other urban in-migrants, very often they are travelling within their traditional territories.
520 $a The intent of the study was to gamer an understanding of how urban Native youth experience identity, place and education in the early twenty-first century. I employed both a conventional and visual research approach to data collection, the latter helping to privilege the frequently silenced voices of Indigenous youth. The use of a visual research method along with critical race theory (CRT) in qualitative research (Parker & Lynn, 2002) allow for greater emphasis on the 'voice' of participants, male and female, fourteen to sixteen years of age. Made explicit through their voice is that race and racism heavily influence their sense of Indigenous identity and experience of place on the Canadian prairies. Using CRT in education (Ladson-Billings, 1999), I highlight the contradictions produced by an ecology-focused place-based learning for urban Native youth. I argue that an uneven emphasis on environmental, rural, and outdoor learning in place-based education, at times tied to the discourses of authenticity and neo-primitivism, obscures ongoing oppression and a full analysis of the ways in which identities are constructed and maintained in the domination of peoples, places, and knowledges. Suggested by this research is an alternative conception of place-based learning that is concerned with the local environment in ways that resonate with anti-racist education and the non-compartmentalized ways of knowing available in Indigenous knowledge systems.
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