Embracing complexity while deconstructing Eurocentric ideologies within classroom practices: reflecting on culturally responsive teaching
| dc.contributor.advisor | Rose, Sherry | |
| dc.contributor.author | Kadir, Bibi Anthazia | |
| dc.date.accessioned | 2023-03-01T16:26:54Z | |
| dc.date.available | 2023-03-01T16:26:54Z | |
| dc.date.issued | 2019 | |
| dc.date.updated | 2023-03-01T15:02:17Z | |
| dc.description.abstract | This research examines the complexities of teaching via culturally responsive practices in an Indigenous classroom in Saskatchewan. Through critical discourse analysis, I argue that culturally responsive teaching became more effective when I refuted my preconceptions that my pedagogy would be accepted by the Indigenous community. This research questions my practice as an educator and reveals how I reconciled with the community as I negotiated my identity as an educator and my perceptions about teaching in this context. Through critical reflective analysis, I explore the challenge of deconstructing hegemonic ideals and structures in the classroom. This study suggests the hoped-for transformation is possible. It occurred when students and I began to look inward through radical contemplative practices while relying on anti-oppressive theories. We learned to critically examine the oppressions of past generations to move forward. My research demonstrates that daily reflection allowed change and the creation of an anti-oppressive culture, although the process was complex. Keywords: anti-oppressive, auto-pilot, culturally responsive teaching, contemplative pedagogy, embodied, Eurocentric, oppression, whiteness. | |
| dc.description.copyright | © Bibi Anthazia Kadir, 2019 | |
| dc.format | text/xml | |
| dc.format.extent | vii, 128 pages | |
| dc.format.medium | electronic | |
| dc.identifier.uri | https://unbscholar.lib.unb.ca/handle/1882/13863 | |
| dc.language.iso | en_CA | |
| dc.publisher | University of New Brunswick | |
| dc.rights | http://purl.org/coar/access_right/c_abf2 | |
| dc.subject.discipline | Education | |
| dc.title | Embracing complexity while deconstructing Eurocentric ideologies within classroom practices: reflecting on culturally responsive teaching | |
| dc.type | master thesis | |
| thesis.degree.discipline | Education | |
| thesis.degree.fullname | Master of Education | |
| thesis.degree.grantor | University of New Brunswick | |
| thesis.degree.level | masters | |
| thesis.degree.name | M.Ed. |
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