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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/2744

Title: The decision makers and varying conceptions of cultural inclusion at Beedaban School
Authors: Toulouse, Pamela Rose
Anishnawbek, Sagamok
Keywords: power relations and social inequality in work and learning
First Nations
Aboriginal education
cultural education
curriculum development
educational attitudes
educational needs
elementary education
participative decision making
school community relationships
teacher attitudes
Issue Date: 2001
Publisher: Centre for the Study of Education and Work, OISE/UT
Series/Report no.: NALL Working Paper;30
Abstract: The following article examines the underlying tensions between three First Nations decision-making bodies; a Parent School Advisory Group, Education Committee and Elementary School Teachers in regards to the Native cultural and language content in the classroom. The goal of the research was to explore and present the concepts, beliefs, practices, worldview and values that underlie and/or guide decisions related to an Aboriginal education issue. The site for this discussion is Beedaban Elementary School on Sagamok First Nation which is a small Anishinabek (Ojibwe, Odawa & Pottawatomi) community located on the north shores of Lake Huron (Authors' abstract)
URI: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/30sagamok.pdf
Appears in Collections:Centre for the Study of Education and Work (CSEW)

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