[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596553-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596553-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":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","culturally-responsive-teaching-in-yukon-first-nation-settings-what-does-it-look-like-and-what-is-its-influence","Culturally Responsive Teaching in Yukon First Nation Settings - What Does It Look Like and What Is Its Influence","","A study presents a pedagogical framework to guide culturally responsive teaching in a Yukon First Nations community. The paper details community-based processes for developing the framework and reports teachers’ accounts of how it informs classroom instruction. It shares preliminary qualitative evidence of adjusted teaching practices and quantitative evidence of their effects on student learning. The work concludes by outlining ongoing community-based research and its potential relevance to broader education practice.",{"@graph":14,"@context":72},[15,34,55],{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/culturally-responsive-teaching-in-yukon-first-nation-settings-what-does-it-look-like-and-what-is-its-influence/596553/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/culturally-responsive-teaching-in-yukon-first-nation-settings-what-does-it-look-like-and-what-is-its-influence/596553.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the study?","Question",{"text":62,"@type":63},"To present a pedagogical framework for culturally responsive teaching in a Yukon First Nations community and examine its influence on student learning.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the framework developed and evaluated?",{"text":67,"@type":63},"Through community-based processes and teacher accounts, combined with qualitative descriptions of changed practices and quantitative data on their impact.",{"name":69,"@type":60,"acceptedAnswer":70},"What theoretical foundations guide the research?",{"text":71,"@type":63},"The study is informed by culturally responsive teaching and critical pedagogy, linking learning relevance to students’ cultural knowledge and prior experiences.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596553,1792231641,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CULTURALLY RESPONSIVE TEACHING IN YUKON FIRST NATION SETTINGS:  \nWHAT DOES IT LOOK LIKE AND WHAT IS ITS INFLUENCE?  \nBrian Lewthwaite, James Cook University, Thomas Owen, Auckland University of Technology, Ashley Doiron, Tr’onde¨kHwe¨ch’in First Nation, Robert Renaud, University of Manitoba,  \nand Barbara McMillan, University of Manitoba  \nThis study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the  \ncommunity-based processes used to develop the framework, and presents  \naccounts from teachers who have used the framework to inform their teaching. Preliminary indications ofthe adjusted teaching practices’ influence on student learning are presented, using qualitative data describing the  \nchanged teaching practices, and quantitative data specific to the changed practices’ impact on student learning. Finally, the paper outlines the ongoing  \ncommunity-based research work in the Yukon context, with reference to the  \nwork’s potential significance to the wider education community.  \nIntroduction  \nRecent developments in Canada’s Yukon Territory draw attention to the potential of political changes for accelerating changes in educational practice that are more responsive to Indigenous people’s cultural knowledge systems and practices. In contrast to other provincial jurisdictions across Canada, treaties were historically never negotiated in the Yukon. Over the past three decades, the governments of both Canada and the Yukon have moved towards actualizing policy developments with YFNs (Yukon First Nations), called Self-Government Agreements (SGAs) . SGAs, which are unique to the Yukon, are complex and wide-ranging, and  \ninclude financial compensation, land, harvesting rights, heritage resources, and operative governance structures in areas like education and justice. The SGAs have come to finalization within the last decade and set out the powers of the First Nation government to govern itself, its citizens, and its land. Self-government agreements provide self-governing First Nations (SGFNs) with law-making authority in specific areas of First Nation jurisdiction, including education.  \nWith the establishment of SGFNs, each First Nation, with the required co-operation of Yukon Education (YE), faces the challenge of reversing assimilation and regaining a sense of identity, especially within the processes that influence the education of their children.  \nTypical of most Aboriginal peoples, YFNs presently participate in a school system that has been drawn from the dominant culture, in their case southern Canadian school system models. Because of this, school processes and practices such as decision-making in regards to the content of curricula, pedagogical practices, and language of instruction have both intentionally and unintentionally denied the inclusion of those aspects of YFN culture that have value and are important to YFN children (see Bishop & Glynn, 1999) . Motivated by the tenor of SGAs to work towards education practice more responsive to the Yukon’s 14 First Nations,“culture-based education” has been more recently endorsed by YE and its Education Act as one of the foundational principles for school development in the Yukon. YE policy requires the activities of organizations in YFN communities to create, preserve, promote, and enhance YFN culture, including arts, heritage, and language in classrooms (Yukon First Nation Education Advisory Committee, 2008) . This policy is based upon the principle that culture in all its expression, provides a foundation for learning and growth, and that YE should support individuals, organizations, and communities to promote, preserve, and enhance Indigenous culture (Yukon First Nation Education Advisory Committee, 2008) . The educational experiences should be  \nreflected not only in the management and operation processes of the school but also in the curricula and programs implemented and pedagogies used i","cbCairitaxmxwTwo","https://ap.wps.com/l/cbCairitaxmxwTwo","pdf",898972,34,"English","# Introduction\n## Theoretical Framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To present a pedagogical framework for culturally responsive teaching in a Yukon First Nations community and examine its influence on student learning.\"},{\"question\":\"How was the framework developed and evaluated?\",\"answer\":\"Through community-based processes and teacher accounts, combined with qualitative descriptions of changed practices and quantitative data on their impact.\"},{\"question\":\"What theoretical foundations guide the research?\",\"answer\":\"The study is informed by culturally responsive teaching and critical pedagogy, linking learning relevance to students’ cultural knowledge and prior experiences.\"}]","Culturally Responsive Teaching in Yukon First Nation Settings - What Does It Look Like and What Is Its Influence | PDF",1792083290,86]