Culturally Responsive Pedagogy: Indigenizing Curriculum
Culturally Responsive Pedagogy: Indigenizing Curriculum
复制标题
文化响应式教学法：本土化课程
DOI：
10.47678/cjhe.v47i2.187963
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发表时间：
2017
影响因子：
0.7
通讯作者：
L. Müller
中科院分区：
文献类型：
--
作者：
K. Ragoonaden;L. Müller
本文探讨了文化响应式教学法的影响，介绍了与当地和当地原住民社区、原住民研究中心和不列颠哥伦比亚大学奥肯纳根校区教育学院合作开发的大学课程简介。为了满足将原住民世界观纳入课程的要求，EDUC 104 的内容以南卡罗来纳大学的大学 101 项目为蓝本，经过调整以纳入原住民的教学传统。入门课程包括旨在支持学生的社交和情感福祉的整体方法。在同伴指导的推动下，学习协作圈引入了开创性的概念，并促进了新学到的技能的逐步使用。作为纵向研究的一部分，以下介绍了课程结束时进行的访谈内容。分析表明，出现了三个主题，强调学习圈、同伴指导以及与导师的关系的重要性。特别是，结果证明了从学生的角度来看该课程的感知价值。
This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.