Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study

Authors

  • Brian Ellis Lewthwaite James Cook University
  • Thomas Owen Auckland University of Technology
  • Ashley Doiron Tr’ondëk Hwëch’in First Nation, Yukon Territory, Dawson City, Yukon, Y0B1G0, Canada

DOI:

https://doi.org/10.18251/ijme.v17i3.1058

Keywords:

First Nations, curriculum, self-governance, Canada Yukon Territory, Indigenous People

Abstract

Recent developments in Canada’s Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples’ cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Finally, tensions at the classroom, school, and community levels arising from these changes and anticipated changes are described.

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Published

2015-11-01

How to Cite

Lewthwaite, B. E., Owen, T., & Doiron, A. (2015). Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study. International Journal of Multicultural Education, 17(3), 37–55. https://doi.org/10.18251/ijme.v17i3.1058

Issue

Vol. 17 No. 3 (2015): Open Theme Issue

Section

Articles (Peer-reviewed)

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