Children’s literature as a vehicle for indigenous diversity awareness and inclusion in the classroom

Anne Burke, Jennifer Snow, Cyndi Egan- Kiigemagi, Education in the North

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The notable trauma experienced by Indigenous Canadian peoples at residential schools is only now, in the last few decades, being addressed. How we non-Indigenous Canadians view our history of colonialism and western hegemony, has come under question. It has been noted that some educators are hesitant to teach about these subjects, as they have not been adequately prepared. This paper addresses one phase of a three-year study concerning the use of multimodal teaching methods with an emphasis on the literature and illustrations in Canadian Indigenous picture books. Educators are at the forefront of changing negative stereotypes and attitudes concerning First Nation peoples and educating the young to recognize the power of mutual respect and collaboration concerning cultures different from their own. Through the use of critical classroom dialogues and children’s literature, students in our study were able to come to a greater understanding of indigenous culture and the loss of Indigenous identity.

    Original languageEnglish
    Pages (from-to)66-81
    Number of pages16
    JournalEducation in the North
    Volume26
    Issue number2
    DOIs
    Publication statusPublished - 16 Jan 2020

    Keywords

    • children’s literature
    • early education
    • indigenous identity
    • residential schools
    • picture books
    • deep learning
    • diversity

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