, Volume 44, Issue 1–2, pp 105–128 | Cite as

Our Stories about Teaching and Learning: A Pedagogy of Consequence for Yukon First Nation Settings

  • Brian Lewthwaite
  • Thomas Owen
  • Ashley Doiron
  • Barbara McMillan
  • Robert Renaud


In this study, First Nation community members in Canada’s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation.


Culturally responsive teaching Yukon First Nations 


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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  • Brian Lewthwaite
    • 1
  • Thomas Owen
    • 2
  • Ashley Doiron
    • 3
  • Barbara McMillan
    • 4
  • Robert Renaud
    • 4
  1. 1.James Cook UniversityTownsvilleAustralia
  2. 2.Victorian UniversityWellingtonNew Zealand
  3. 3.Tr’ondëk Hwëch’in First NationDawsonCanada
  4. 4.University of ManitobaWinnipegCanada

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