"We're not in Kansas anymore": conversations about the phenomenon of non-aboriginal teachers' work in aboriginal education
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2007
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Abstract
This thesis attempts to explore the work of Non-Aboriginal teachers in Aboriginal communities. A hermeneutic approach was taken drawing on Gadamer's work, Truth and Method. Hermeneutics is discussed through the following ideas: listening, conversation, intentionality, play, belonging, truth, and experience. Six non-Aboriginal teachers were interviewed who had worked in Aboriginal communities. The concepts of self, other and the space in-between emerge from participant teachers' stories and conversations and as a result of my interpretations of what was said in the interviews. I organized participant teachers' narratives along the storyline of the researcher's first year teaching, and these narratives include topics such as the physical environment, students, routines, classroom management, surprises, and parental involvement. The goal of this thesis is neither to present arguments to support or to criticize the work of non-Aboriginal teachers in Aboriginal communities. Rather the goal is to present this phenomenon as it was experienced, and to open it up through story and conversation, so that new conversations might emerge.
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Bibliography: p. 124-130
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Citation
Bishop, K. (2007). "We're not in Kansas anymore": conversations about the phenomenon of non-aboriginal teachers' work in aboriginal education (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/1076