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dc.contributor.authorHaig-Brown, Celia
dc.contributor.authorDannenmann, Kaaren
dc.date.accessioned2019-02-19T20:06:15Z
dc.date.available2019-02-19T20:06:15Z
dc.date.issued2002
dc.identifier.citationMcGill Journal of Education, 37(3) (2002) 451-468.en
dc.identifier.other249033
dc.identifier.urihttp://hdl.handle.net/10315/35737
dc.description.abstractThis article arises out of a partnership between an aboriginal community member and a university faculty member whose relational focus is the development of a pedagogy of the land within the Indigenous Knowledge Instructors Program. (Re)creating traditional knowledge with others in contemporary contexts, as their birthright, is the goal of the program. We struggle to communicate and locate this work within an appropriate 'community.' Dreaming of respectful relations, we are committed to thinking through the complexity of such a quest.en
dc.language.isoenen
dc.publisherMcGill University, Faculty of Educationen
dc.subjectNative cultureen_US
dc.subjectTeacher educationen_US
dc.subjectTraditional knowledgeen_US
dc.subjectTeacher collaborationen_US
dc.titleA Pedagogy of the Land: Dreams of respectful relationsen_US
dc.typeArticleen
dc.rights.journalhttp://mje.mcgill.ca/indexen_US
dc.rights.articlehttp://mje.mcgill.ca/article/view/8649/6592en_US


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