Addressing structural violence and systemic inequities in education
A qualitative study on Indigenous youth schooling experiences in Canada
Bibliographic Data
| ID | 12928772 |
|---|---|
| Authors | Amanda Claudìa Wager (0000-0002-8693-3025), Jeffrey Ansloos (0000-0001-8732-9092, corresponding author), Rachel Thorburn (0000-0002-5157-6849) |
| Year | 2022 |
| Volume | 14 |
| Issue | 3 |
| Pages | 228-246 |
| Publication date | 2022-06-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438221108258 |
| OpenAlex | W4283372246 |
| Language | EN |
| Citations received | 2 |
| References cited | 25 |
In this qualitative study we demonstrate the critical ways that Indigenous youth experience structural violence and systemic inequities in the context of education. In particular, this youth-engaged study explores three key themes regarding (1) the social ecologies of education, (2) curriculum, and (3) pedagogy. Considerations of how these issues factor substantially in Indigenous young peoples’ experiences of education in Canada are explained. The implications of our study point towards concrete changes needing to be addressed in the field of education to ensure that every student is reflected in the educational curriculum and supported to meet the needs of succeeding in a colonized world while still upholding Indigenous rights, traditions, identities and values
Context (archaeology · Critical theory · Curriculum · Geography · Indigenous · Indigenous Education · Pedagogy · Political science · Politics · Qualitative research · Social science · Sociology · Structural violence · Early Childhood Education and Development · Education Discipline and Inequality · Gender Studies · Youth Development and Social Support
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| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |