Fatty Legs: Teachers Helping Students Explore FNMI Perspectives in Literature

• Author / Creator

  LaFramboise Helgeson, Shelby L

• Abstract
  This study examined three teachers’ experiences with infusing First Nations, Métis, and Inuit (FNMI) literature and content into the curriculum using the memoir Fatty Legs (Jordan-Fenton & Pokiak-Fenton, 2010). Participants were recruited indirectly from an overarching research project. Informed by qualitative methodology, the data included interviews. This autobiographical account reveals how teachers negotiate curriculum planning and implementation in support of social justice initiatives. These teachers explored Olemaun’s Canadian residential school experience, which helped their students to link topics beyond the historical text to their own contemporary lived realities. Major findings include the use of a critical literacy framework in the learning environment, students’ sense of awareness, forms of oppression and marginalization, and how youth can create change in their world. These teachers demonstrated how to construct curriculum with a creative and artistic vision. This study raises concerns about the supports teachers need to infuse FNMI literature into the curriculum. Implications are raised for teachers, administrators, and teacher education.

• Subjects / Keywords

  • FNMI
  • Metis
  • Literature

• Graduation date

  Fall 2014

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R33F4KW6C

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.