Indigenous knowledge: Development and delivery of culturally appropriate curriculum in British Columbia schools.

摘要

This study explores the implications that the Eurocentric foundations of British Columbia's public education system present for the inclusion of culturally appropriate Indigenous Knowledge. Despite the increasingly frequent instances of Indigenous Knowledge being referenced in schools, it is often misrepresented and it is contextual wisdom that loses its integrity when only partially implemented. Data were obtained and analyzed through grounded theory methodology. Eight qualitative interviews were conducted with educational practitioners who have contributed to the transmission of culturally-appropriate Indigenous Knowledge in various locations across British Columbia. Nine significant themes emerged from the data that illuminate perspectives and recommendations pertaining to the development and delivery of Indigenous Knowledge in public school settings. The findings promote a postcolonial approach to curriculum development and pedagogical strategies, and provide a framework of ideas regarding the transmission of Indigenous Knowledge in school settings in ways that maintain the integrity of its spiritual and cultural foundations.