![]() Throughout Canadian teacher education, the ‘common knowledge’ of pre-service teachers does not include complex understandings of Indigenous peoples, Lands, or history in what is currently known as Canada. Keywords: aboriginal student, indigenous knowledge, traditional knowledge, curriculum, pedagogy, cultural education, home economics, narrative inquiry, self-study, indigenous world view, Euro-centric schooling, Inuit educationĪfter decades of advocacy by Indigenous scholars and communities, Indigenous education in Canadian teacher education is gaining support and status. My reflection, through self-study, serves to identify the transformative process that I have gone through professionally and personally that will improve my professional practice. While challenging to integrate indigenous knowledge systems into a Euro-centric system of schooling, change is necessary and achievable. Through the integration of indigenous knowledge into courses like home economics, students stand to improve in their physical health, academic success, spiritual health and cultural connections. My experiences and review of the literature confirmed that a need exists for curriculum that is more culturally relevant to students in Aboriginal communities. The research question guiding this study was how can my experiences working in Aboriginal communities inform curriculum and pedagogy in home economics food studies courses? I describe and interpret my experiences teaching in an Arctic community, a community on the Westcoast of Vancouver Island, British Columbia and visiting two villages of in the Upper Amazon of Peru. ![]() The study takes a descriptive narrative format using a selection of photographs and retelling of my professional and personal experiences to examine ways that the wellness of Aboriginal students can improve through the use of more culturally relevant curriculum and pedagogy. This narrative self-study relates my personal experiences as a teacher to curriculum and pedagogy and the issues in Aboriginal education. Individually and cumulatively, the contributors search for, theorize, and practice approaches that probe education as an endeavour that imperfectly, yet hopefully, walks the blurred line between cultural determinism and resistance. This collection works across various fields of green, drawing together poetry, philosophy, journalism, sociology, curriculum studies, indigenous scholarship, feminist and social justice work, environmental ethics, and a range of other fields of inquiry and practice. Cultural understandings that value the individual over the collective, humans over other species, concept over experience, and progress as globalizing growth and change, are examples of the sorts of imaginaries that can be traced in the ecological and cultural losses we are currently experiencing and participating in around the world. In spite and because of the recent significant shift in concern for the environment around the globe, the editors believe there remains the urgent task of restorying the ways we live on this earth. It's also part of AJHQ's Jambassador group.This book is about hopeful daydreams and their implications for action in the interwoven spheres of culture, environment, and education.
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