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Integrating an aboriginal perspective: issues and challenges faced by non-aboriginal biology teachers Open Access


Other title
curriculum implementation
Biology teachers
Aboriginal perspectives
Type of item
Degree grantor
University of Alberta
Author or creator
Blood, Tracy
Supervisor and department
Barker, Susan (Secondary Education)
Examining committee member and department
Nocente, Norma (Secondary Education)
Pegg, Jerine (Elementary Education)
Department of Secondary Education

Date accepted
Graduation date
Master of Education
Degree level
This exploratory case study investigated the ways non-Aboriginal teachers of Biology conceive of incorporating Aboriginal perspectives into their delivery of the Biology curriculum in Alberta. The participants in this study were non-Aboriginal Biology teachers teaching in schools with predominantly non-Aboriginal students. Semi-structured interviews were conducted with each of the teacher participants and explored issues and challenges that they face infusing Aboriginal contexts into their teaching. The qualitative data generated were coded using themes developed from a conceptual framework for curriculum implementation. The majority of the teachers saw value in incorporating Aboriginal perspectives but shared concerns due to: unclear definitions of Aboriginal and Aboriginal perspectives; an inadequate knowledge base; and lack of material resources and professional development opportunities. Recommendations to help non-Aboriginal teachers include: better access to and targeted professional development and resources; greater clarification on the definitions of Aboriginal and Aboriginal perspectives; and greater amounts of administrative and governmental support.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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