"Fuzzy Feet and The Skunk": Connecting Western and Indigenous Theories of Development and Learning Through Story
DOI:
https://doi.org/10.25071/1916-4467.40795Keywords:
Indigenous education, educational psychology, inclusive education, storytelling methodologyAbstract
This article looks at how Indigenous and Western perspectives on learning and development are interwoven and come into dialogue with one another to create supportive and inclusive classrooms for Indigenous (and all) students. We use a storytelling methodology to address this focus and offer a holistic approach to our analysis. Specifically, we provide a fictional story followed by an in-depth analysis to tease out how Indigenous students continue to experience racism and colonialism in schools and what theories of learning and development may offer in addressing these challenges. This article offers insight about how both practising teachers and teacher educators can build upon the wisdom of Indigenous ways of learning and Western educational practices to re-imagine inclusive classrooms that can support Indigenous (and all) learners.
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