Title: How Indigenous Teachers Incorporate Traditional Worldviews and Practices into Classroom Behaviour Support
Scarfe Library Block, room 278
Research Supervisor: Dr. Kent McIntosh (Univ of Oregon/SCPS)
Committee Member: Dr. Marla Buchanan (CNPS)
Committee Member: Dr. Michael Marker (EDST)
External Examiner: Dr. Ruth Ervin (SPED)
ABSTRACT:
This study examined the need for culturally responsive behaviour support practices for Indigenous students within educational settings. The purpose of this study was to explore the traditional worldviews and practices that Indigenous teacher incorporate into the classroom to support Indigenous student behaviour. Using an ethnographic methodology, Indigenous teachers were interviewed and observed within the classroom setting. Interviews, observations and visual data were thematically analyzed. Overarching themes included: respect as a vehicle for learning, connectedness, incorporating traditional practices, social responsibility, behaviour support practices, and challenges to incorporation. Results are discussed in terms of implications for practice and use of culturally responsive behaviour support practices by Indigenous and non-Indigenous teachers. Some of the practices discussed can be incorporated by any teacher into the classroom, but some practices may be appropriate for incorporation only by teachers with Indigenous heritage.