000			03008nam a22002417a 4500
003			BCACCS
005			20181113062549.0
008			100223s1997 bcc om 000 | eng d
040			_aBCACCS
100	1		_aArchibald, Jo-ann _986
245	1	0	_aCoyote learns to make a storybasket _h[electronic resource] : _cJo-Ann Archibald _bthe place of First Nations stories in education /
260			_aVancouver, B.C. : _bSimon Fraser University, _c1997.
300			_a1 online resource (viii, 253 pages)
502			_aDissertation (Ph.D.)--Simon Fraser University, 1997.
520	3		_aFirst Nations stories about Coyote the Trickster often place him in a journeying mode, learning lessons the "hard" way. I followed Coyote's lead and took a four year journey to learn about the "core" of First Nations stories from Elders and to find a respectful place for stories and storytelling in education, and especially in curricula. I travelled on the pathway of ethnography and then moved to critical ethnography as ethical issues of representation, authority, power, and appropriation arose about First Nations stories. I turned to the Elders for help and realized that my methodology had to center on story research with Elders. I worked intensively with three Coast Salish Elders and ten Sto:lo Elders who either were storytellers or were versed in the oral traditions. They shared traditional and personal life experience stories about traditional ways of becoming a storyteller, cultural ways to use stories with children and adults, and ways to help people think, feel, and "be" through the power of stories. The Elders taught me about what I came to call the principles of respect, responsibility, reciprocity, reverence, wholism, inter-relatedness, and synergy related to using stories and storytelling for educational purposes - stonework. Some of these storywork principles were applied to a kindergarten to grade seven provincial curriculum: "First Nations Journeys of Justice". My understanding of these seven principles may form a Sto:lo and Coast Salish framework in which to begin a process of making meaning from stories. I learned that stories can "take on their own life" and "become the teacher" if these principles are used. Coyote and I learned that these principles are like strands of a cedar basket. They have distinct shape in themselves, but, when they are combined to create story meaning, they are transformed into new designs and they also create the background which shows the beauty of the designs. My learning and the stories contained in this thesis become a "storybasket" for others to use. Following Sto:lo tradition, I give away my first basket and I give back what I have learned.
650		0	_aEducation _xCurricula _958
650		0	_aStorytelling _964
650		0	_aOral tradition _965
650		7	_aCoast Salish _2BCACCS _985
650		7	_aSto:lo _2BCACCS _93316
856	4	0	_uhttp://www.collectionscanada.gc.ca/obj/s4/f2/dsk3/ftp04/nq24288.pdf _zFull text
942			_2z _cTHESES
999			_c1123 _d1123