Abstract

Indigenous education in primary and secondary schools in Canada has the potential to condition how students understand the Canadian indigenous experience. In many instances, the focus upon indigenous peoples takes advantage of legislative and treaty-based sources of information as a means of developing a cogent framework for such explorations. Developments such as these may lend to the development of a legislative and/or legal perspective of indigenous peoples. As part of a larger study that is, nominally, intended to explore ancestral languages, this presentation will explore narratives on what constitutes adequate explorations and representations of the Canadian indigenous experience have led the researcher to consider the manner in which primary and secondary school teachers explore indigenous peoples and their experiences.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0043
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK