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dc.contributor.authorHaig-Brown, Celia
dc.date.accessioned2019-02-19T21:24:15Z
dc.date.available2019-02-19T21:24:15Z
dc.date.issued2010-01-04
dc.identifier.citationCanadian Journal of Education/Société canadienne pour l'étude de l'éducation, 33(4) (2010): 925-950.en
dc.identifier.issn1918-5979
dc.identifier.urihttp://hdl.handle.net/10315/35741
dc.description.abstractIn this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non‐Aboriginal people in educational contexts.en
dc.description.sponsorshipCanadian Society for the Study of Educ / Société canadienne pour l'étude de l'éducationen_US
dc.language.isoenen
dc.publisherCanadian Society for the Study of Educationen
dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Canada*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectCultural appropriation
dc.subjectDeep learning
dc.subjectDiscourse
dc.subjectIndigenous knowledge
dc.titleIndigenous Thought, Appropriation and Non-Aboriginal Peopleen_US
dc.typeArticleen
dc.rights.journalhttp://journals.sfu.ca/cje/index.php/cje-rceen_US
dc.rights.articlehttp://journals.sfu.ca/cje/index.php/cje-rce/article/view/2189en_US


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Attribution-NonCommercial-NoDerivs 2.5 Canada
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 2.5 Canada