[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596735-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596735-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","culturally-responsive-pedagogy-indigenizing-curriculum","Culturally Responsive Pedagogy: Indigenizing Curriculum","","This article investigates the effects of culturally responsive pedagogy in a first-year university course co-developed with local, place-based First Nations communities, Aboriginal Access Studies, and the Faculty of Education at the University of British Columbia’s Okanagan Campus. In response to requests for Indigenous worldviews, the course content (EDUC 104) was adapted to embed Indigenous teaching and learning traditions, using peer mentoring and collaborative learning circles. Longitudinal interview data at course completion indicate three key themes—learning circles, peer mentoring, and instructor relationships—reflecting students’ perceived course value.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Volume 47, No. 2, 2017, pages 22-46  \nCulturally Responsive Pedagogy: Indigenizing Curriculum  \nKaren Ragoonaden  \nThe University of British Columbia Okanagan Campus  \nLyle Mueller  \nAbstract  \nThis article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.  \nRésumé  \nCette recherche souligne l’effet d’une pédagogie culturellement adaptéeen contexte d’un cours universitaire de première année. La conception et l’élaboration du cours ont été informées par une collaboration entre les communautésautochtonesenvironnantes , Aboriginal Programs and Serviceset la Faculté d’éducation de la University of British Columbia, Okanagan  \nCJHE / RCES Volume 47, No. 2, 2017  \nCulturally Responsive Pedagogy / K. Ragoonaden & L. Mueller 23  \ncampus. Par opposition aux discours magistraux, des cercles d’apprentissage ont appuyé l’enseignement de nouveaux concepts et ont facilité l’utilisation progressive des compétences nouvellement acquises. Dans le cadre d’une recherche longitudinale, trois thèmes identifiant l’importance des cercles d’apprentissage, le mentorat par paire et le rapport entre étudiant-professeur ont été identifiés. L’article présente également le contenu d’entrevues effectuées à la fin des cours.  \nIn keeping with requests that worldviews of First Nation, Métis, and Inuit Peoples (FNIM) of Canada be incorporated into content steeped in Eurocentric, linear educational progression, this study aims to examine how a fusion of Indigenous knowledges and nonIndigenous traditions of learning impact the academic development of Aboriginal Access Studies students. Culturally responsive pedagogy (CRP) is situated in a framework that recognizes the rich and varied cultural wealth, knowledge, and skills of diverse learners. This approach seeks to develop a philosophical view of teaching that is dedicated to nurturing students’ academic, social, emotional, cultural, psychological, and physiological well-being (Anuik & Gillies, 2012; Battiste & Henderson, 2009; Cherubini, 2014; Gay, 2000; LadsonBillings, 1994;). Appreciating the need to conceptualize and develop culturally responsive pedagogy, this paper presents the results ofa two-year longitudinal study focused on determining the perceived short-term value of the course from the students’ perspectives.  \nRegarding the seminal concepts of respect, relevance, reciprocity, and responsibility, we recognize the traditions and customs of the Syilx Okanagan Nation in whose unceded territory the University of British Columbia’s (UBC) Okanagan campus is situated. In September 2005, the Okanagan Nation Alliance welcomed UBC to traditional Syilx territory in an official ceremony, Knaqs npi’lsmist, where a Memorandum of Understanding was signed. Accordingly, both author","cbCaic0dshkoBba6","https://ap.wps.com/l/cbCaic0dshkoBba6","pdf",361351,25,"English","# Abstract\n## Course design and adaptation\n## Learning circles and peer mentoring\n## Longitudinal interview analysis and themes","[{\"question\":\"What is the focus of the culturally responsive pedagogy study?\",\"answer\":\"The study examines how culturally responsive pedagogy—by integrating Indigenous worldviews into a first-year university course—affects students’ academic development and well-being.\"},{\"question\":\"How was the university course adapted for Indigenous content?\",\"answer\":\"The course content (EDUC 104) was adapted through collaboration with local and place-based First Nations communities, incorporating Indigenous traditions of teaching and learning in line with requests to include Indigenous worldviews.\"},{\"question\":\"What themes emerged from the longitudinal interviews?\",\"answer\":\"Analysis of interviews conducted at the conclusion of the courses identified three themes: the importance of the learning circles, peer mentoring, and the relationship with the instructor.\"}]","Culturally Responsive Pedagogy: Indigenizing Curriculum | PDF",1792083618,63]