Curriculum Change and Self-Governing Agreements

A Yukon First Nation Case Study

Bibliographic Data

ID2501933
AuthorsBrian Ellis Lewthwaite, Brian Lewthwaite (0000-0002-8147-4034, James Cook University), Thomas Owens (0000-0002-6673-3413), Thomas E Owens, Thomas E Owen (Auckland University of Technology), Thomas Owen, Ashley Doiron
Year2015
Volume17
Issue3
Pages37
Publication date2015-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Multicultural Education (JOURNAL)
Journal identifiersISSN: 1934-5267 • E-ISSN: 1934-5267
PublisherEastern University (PUBLISHER • US)
DOI10.18251/ijme.v17i3.1058
OpenAlexW1892865925
LanguageEN
References cited12

Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Finally, tensions at the classroom, school, and community levels arising from these changes and anticipated changes are described

Curriculum · Indigenous · Pedagogy · Political change · Political science · Politics · Social science · Sociology · Traditional knowledge · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Indigenous Health, Education, and Rights · Law · Ecology

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Open DOISci-HubOpen Access