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Inductive analysis of video-based talk, nonverbal communication, collaborative texts, and independent texts shows culturally grounded spaces for learning Anishinaabek cultural knowledge alongside literacy skills.",{"@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 & 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Creation  \nA journal of educational research and practice 2024 Vol. 33 (2) 71−87  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nNazila Eisazadeh 1* , Sudhashree Girmohanta 1 , Shelley Stagg Peterson 1 , Jeffrey Wood2  \n1 University of Toronto  \n2 Laurentian University  \nAbstract  \nIn this paper , we examine 4-and 5-year-old Anishinaabek children’s text creation and identity (re)formations while involved in collaborative writing with their Anishinaabek teacher about the moose hunting practices of their northern community. The teacher took on a role as an emergent writer alongside the children, voicing her memories of moose hunting with family members and her thinking as she drew pictures and used the marks, letter-like forms , and letters that her students used to create the collaborative text. Inductive analysis of talk and nonverbal communication in the video recordings of the teacher’s interactions with the children, as well as analysis of the collaboratively created text and the children’s independent texts, shows that the teacher created spaces for children to learn Anishinaabek cultural knowledge alongside literacy skills and knowledge.  \nKeywords: Indigenous , language, culture, literacies  \n* [nazila.eisazadeh@utoronto.ca](nazila.eisazadeh@utoronto.ca)  \nIntroduction  \nResearch conducted in early childhood settings in Indigenous communities in Canada shows that learning experiences based on Indigenous ways of knowing and being foster a strong sense of identity as well as lead to positive learning outcomes for Indigenous children (Hare & Anderson, 2010) . Drawing on this research, we join other researchers (e.g. , Battiste, 2013; Toulouse, 2011) in identifying a need for pedagogies, such as the writing instructional practices described in this paper, that reflect the local histories, traditions, and stories of the children’s First Nation communities. These classroom-based practices complement broader initiatives to“reclaim and revitalize what has been disrupted and displaced by colonization” (McCarty & Lee, 2014, p. 103) .  \nIn accordance with Anishinaabek cultural practices, we position ourselves in relation to schoolbased participants and their Anishinaabek community and describe the project that provides the wider context for our paper. This practice aligns with recognized Indigenous research practices as explained by Kovach (2021) . In the process of self-positioning, researchers provide a window into their worldviews and perspectives , which have led to the motivation and purpose of the research.  \nShelley is the project director of the 14-year SSHRC-Partnership Grant-funded collaborative action research project, Northern Oral Language and Writing through Play (NOW Play), with two phases, the first beginning in April 2013 and the second in April 2020. The project involves northern Indigenous and non-Indigenous teachers in collaborative action research with Shelley, Jeffrey, and other university researchers. A senior administrator of the Anishinaabek school board contacted Shelley, explaining that the school board’s goals aligned with the project’s focus on supporting young children’s language, literacy, and cultural learning. After Shelley met with the Chief and Council, the Board of Education, and the school principal and completed the Board’s ethics process, the Board of Education decided to become a partner in the NOW Play project. Mrs. Jenny (all names are pseudonyms) and five of her colleagues were participants in this project at the time the data for this paper were gathered. Mrs. Jenny has since retired, though her colleagues continue to participate.  \nWith roots in the Netherlands, Ireland, and Scotland, Shelley grew up in a farm family in Alberta and taught primary grades in rural Alberta. She and Jeffrey, a primary teacher who has Métisand settler roots, having learned A","cbCaivVQgPuCSMsS","https://ap.wps.com/l/cbCaivVQgPuCSMsS","pdf",224867,17,"English","# Abstract\n# Introduction\n## Research Questions","[{\"question\":\"What is the focus of the paper on Anishinaabek children’s learning?\",\"answer\":\"The paper focuses on how 4- and 5-year-old Anishinaabek children create texts and form or reform identity during collaborative writing with an Anishinaabek teacher about local moose hunting practices.\"},{\"question\":\"How did the teacher participate in the collaborative text creation?\",\"answer\":\"The teacher acted as an emergent writer, voicing memories of moose hunting, drawing pictures, and using marks and letter-like forms that aligned with the children’s own semiotic choices.\"},{\"question\":\"What research methods were used to analyze learning outcomes?\",\"answer\":\"The study used inductive analysis of talk and nonverbal communication from video recordings, along with analysis of the collaboratively created text and the children’s independent texts.\"}]","Foregrounding Anishinaabek Culture and Collaborating With Children In Their Multimodal Text Creation | PDF",1792080728,43]