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ERIC Number: EJ1016094
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1191-162X
Teaching Aboriginal Perspectives: An Investigation into Teacher Practices amidst Curriculum Change
Scott, David
Canadian Social Studies, v46 n1 p31-43 Spr 2013
This paper reports on a study exploring ways in which five experienced teachers interpreted and responded to a curricular initiative in Alberta calling for teachers to help students see social studies through multiple perspective lenses representing Aboriginal (and Francophone) communities. Over the course of the study, which focused primarily on how the research participants integrated Aboriginal perspectives in their teaching, the teachers generally interpreted and practiced the teaching of multiple perspectives as providing students with alternative viewpoints on contemporary issues. Of note were teachers' resistances to affording room for Aboriginal perspectives, and a general absence of engagements with these perspectives in the classroom. I argue that these resistances may stem from the legacy of a collective memory project that has worked to foster a historical consciousness that makes it hard to perceive, as well as acknowledge the relevance of engaging 'Other' perspectives. In response, I draw attention to perspectives unique to Aboriginal traditions and communities and then offer possibilities for how teachers could alternatively conceptualize and take up this curricular mandate.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A