Coyote Goes to School: The Paradox of Indigenous Higher Education

Teaching about Indigenous culture from an Indigenous perspective in a Western educational institution involves unresolvable contradictions. A Metis faculty member describes how she has changed traditional academic practices by normalizing relationships with her students, taking students out of the c...

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Bibliographic Details
Published in:Canadian journal of native education 2002-07, Vol.26 (2), p.187
Main Author: Harris, Heather
Format: Article
Language:English
Subjects:
American Indian Studies
Beliefs
Canada Natives
College Faculty
Colleges & universities
Cultural Traits
Cultural values
Culture Conflict
Curriculum development
Educational Practices
Educational Strategies
English
Hegemony
Higher Education
Indigenous Populations
Instructional Effectiveness
Minority Group Teachers
Native culture
Native education
Native peoples
School Culture
School systems
Scientific Principles
Teacher Effectiveness
Teacher Student Relationship
Teachers
Teaching
Teaching Experience
Teaching Methods
University level
World Views
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Summary:Teaching about Indigenous culture from an Indigenous perspective in a Western educational institution involves unresolvable contradictions. A Metis faculty member describes how she has changed traditional academic practices by normalizing relationships with her students, taking students out of the classroom and bringing the outside in, encouraging participatory and experiential learning, and providing hands-on and relevant learning opportunities. A Coyote story is included. (SV)
ISSN:0710-1481