Re-generating knowledge (Record no. 1791)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02667nab a2200217 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170502093642.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 081024s2002 s 100 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Baskin, Cyndy |
| 9 (RLIN) | 3726 |
| 245 10 - TITLE STATEMENT | |
| Title | Re-generating knowledge |
| Medium | [electronic resource] : |
| Remainder of title | inclusive education and research |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2002 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (14 pages) |
| 500 ## - GENERAL NOTE | |
| General note | "Paper presented at the Annual Conference of the<br/>Canadian Indigenous and Native Studies Association (CINSA)<br/>(Toronto, Ontario, Canada, May 29-31, 2002)." |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Wherever colonizers have overwhelmed and marginalized Indigenous peoples, the educational system has failed these populations because it has been racialized and hegemonic, Eurocentric practices have subverted other ways of knowing. Despite the diversity of today's classrooms, minority world views are not provided space within educational discourse. Consequently, marginalized students struggle to achieve self-esteem and have high dropout rates. In inclusive schools, multiple ways of knowing are represented according to the terms of all participants, and the diversity of the student population is reflected in the physical environment of the school and in the educational materials used. Storytelling, drama, song, and experiential practices are methods of transmitting knowledge in Aboriginal cultures and could be incorporated into a more holistic learning methodology. A curriculum that reflects an appreciation of all students encourages the acceptance of differences among individuals, enhances self-esteem, develops critical thinking, and promotes social justice. Aboriginal epistemology is spiritual. Therefore, incorporating Indigenous knowledges into the educational system entails including spirituality. However, this is one area that is usually resisted in Western educational models. Teachers must be educated to understand Indigenous knowledges and what they have to offer. Diversity in the teaching staff can provide role models and contribute a diversity of worldviews to the curriculum. Schools must develop sustainable community involvement by actively seeking direction from all community members. Culturally appropriate educational research must be situated within the wider picture of self-determination, must take for granted the validity and legitimacy of the culture, and must be guided by the concerns and interests of the community. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Research |
| 9 (RLIN) | 517 |
| General subdivision | Methodology |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education |
| General subdivision | Research |
| 9 (RLIN) | 3727 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Culturally relevant pedagogy |
| 9 (RLIN) | 347 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://files.eric.ed.gov/fulltext/ED476849.pdf |
| Public note | Full text |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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