Building Background Knowledge for Teaching Indigenous Literature at a PWI
Bibliographic Data
| ID | 19225359 |
|---|---|
| Authors | Jill Ewing Flynn (University of Delaware, corresponding author) |
| Year | 2026 |
| Volume | 28 |
| Issue | 1 |
| Pages | 44-52 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2026.2654395 |
| OpenAlex | W7162001208 |
| Language | EN |
| References cited | 17 |
“I wonder why our history books don’t explain the frustration and distress Indigenous people faced after the European settlement. It’s like they briefly mention what happened—like it wasn’t a big d
Cultural competence · Focus group · Higher education · Indigenous · Indigenous Education · Knowledge level · Qualitative research · Teaching method · Traditional knowledge · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · New Zealand Economic and Social Studies
The role of knowledge in discourse comprehension
At the Root of Their Stories
Teaching About Language, Power, and Text
Building Background Knowledge Through Reading
Harry's Girls
You Won't Believe What They Said in Class Today”
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
Still in the Past
Seeing and feeling difficult history
The Paradox of Teaching for Social Justice
Braiding Histories
Relevant or Not? Literature, Literary Research and Literary Researchers in Troubled Times
| Citation velocity | historical |
|---|---|
| Highly cited | No |