Lost in translation? Rethinking First Nation education via LUCID insights

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    This paper reports on findings from the Learning for Understanding through Culturally-Inclusive Imaginative Development project (LUCID). LUCID has been a 5-year (2004–2009) research and implementation endeavour and a partnership between Simon Fraser University (SFU) and three districts in British Columbia, Canada. Via emotionally engaging pedagogies and a culturally-inclusive curriculum, the project aimed at improving students’ educational experience, particularly First Nations learners. Using a combination of Actor Network Theory (Latour, 2005, in: Reassembling the social: an introduction to Actor-Network Theory, Oxford University Press, Oxford) and Hermeneutic Phenomenology (Van Manen, 1990, in: Researching lived experience, The State University of New York, New York), site visits and interview data were examined with reference to the (f)actors influencing project objectives. Although each school district was unique, shared themes included: the importance of creating a community with shared intent; the role of executives as potential ‘‘change agents’’; the problematic nature of emotionally-engaging teaching; and the complex influences of cultural and historical trauma. The latter theme is explored in particular, presenting the argument that language deficiency and a consequent lack of autonomy might be at the root of many problems experienced in First Nations communities.
    Original languageEnglish
    Pages (from-to)411-433
    Number of pages23
    JournalInternational Review of Education
    Volume56
    Issue number4
    DOIs
    Publication statusPublished - 2010

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    actor-network-theory
    development project
    district
    phenomenology
    hermeneutics
    learning
    community
    trauma
    education
    experience
    autonomy
    Canada
    curriculum
    lack
    Teaching
    interview
    language
    school
    student

    Cite this

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    title = "Lost in translation? Rethinking First Nation education via LUCID insights",
    abstract = "This paper reports on findings from the Learning for Understanding through Culturally-Inclusive Imaginative Development project (LUCID). LUCID has been a 5-year (2004–2009) research and implementation endeavour and a partnership between Simon Fraser University (SFU) and three districts in British Columbia, Canada. Via emotionally engaging pedagogies and a culturally-inclusive curriculum, the project aimed at improving students’ educational experience, particularly First Nations learners. Using a combination of Actor Network Theory (Latour, 2005, in: Reassembling the social: an introduction to Actor-Network Theory, Oxford University Press, Oxford) and Hermeneutic Phenomenology (Van Manen, 1990, in: Researching lived experience, The State University of New York, New York), site visits and interview data were examined with reference to the (f)actors influencing project objectives. Although each school district was unique, shared themes included: the importance of creating a community with shared intent; the role of executives as potential ‘‘change agents’’; the problematic nature of emotionally-engaging teaching; and the complex influences of cultural and historical trauma. The latter theme is explored in particular, presenting the argument that language deficiency and a consequent lack of autonomy might be at the root of many problems experienced in First Nations communities.",
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    Lost in translation? Rethinking First Nation education via LUCID insights. / Nielsen, Thomas.

    In: International Review of Education, Vol. 56, No. 4, 2010, p. 411-433.

    Research output: Contribution to journalArticle

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