What Do Canadian Aboriginal Children in the Northwest Territories Understand about Themselves through their Drawings?
At the onset of this project, our idea was to travel to the Canadian arctic to meet with the children there and have both the Aboriginal children and non-Aboriginal children draw pictures of what an Aboriginal child means to them and compare these drawings.
Unable to display preview. Download preview PDF.
- Alerby, E., & Bergmark, U. (2012). What can an image tell? Challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers. Journal of Arts and Humanities (JAH), 1(1), 95–103.Google Scholar
- Blondin, G. (2000). Legends and stories from the past: A teaching resource for Dene Kede Grades K-9. Northwest Territories, CA: Department of Education, Culture and Employment, Government of the Nothwest Territories.Google Scholar
- Hannam, P., & Echeverria, E. (2009). Philosophy with teenagers: Nurturing a moral imagination for the 21st Century. London, GBR: Continuum International Publishing.Google Scholar
- Jenkins, R. (2008). Social identity (3rd ed.). Oxon, England: Routledge.Google Scholar
- Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London, UK: Arnold.Google Scholar
- Parker, A. D. (2008). Superficial ideologies of children: Influencing perceptions and shaping ethnic identity through school culture (Doctor of Philosophy). Austin, Texas: The University of Texas.Google Scholar
- van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy. London, UK: State University of New York Press.Google Scholar
- Western Candian Protocol for Collaboration in Basic Education. (2000). The common curriculum framework for aboriginal language and culture programs – Kindergarten to grade 12. Western Canada, CA: Western Canadian Protocol.Google Scholar