Traditional ways Shuswap people identified and nurtured gifted and talented girls: Shuswap eminent women tell their stories
Notice bibliographique
Résumé
Much of the literature on First Nations education is written by Euro- Canadians. However, in recent years, American Indian scholars have initiated research on gifted and talented First Nations children. The purpose of this paper is to present eminent Shuswap womens' perspectives of traditional ways gifted and talented girls were identified and nurtured over their lifetime. Seven eminent Shuswap Elder women from the Interior of British Columbia, whose gifts and talents were identified and nurtured form the nucleus of the study. Because Shuswap people traditionally have an oral culture very little was written of the Shuswap peoples' experiences, therefore, interviewing was deemed the most appropriate research technique. Through the Elder's own words, the experiences of the identification and nurturance of their gifts and talents in the four phases of life (childhood, adolescence, adult, Elder) are presented. The Elders were selected to represent various time periods and several different bands of the Shuswap Nation. All of them have been recognized for their service to the people locally, provincially, or nationally. The most outstanding feature which is revealed by this study is the extent to which the Elders struggled to stay on the path paved for them throughout their lives since their grandparents identified their gifts and talents. Their struggles may be viewed the same way First Nation people continue their fight for their aboriginal rights. The need to continue the work of preserving, recording, perpetuating and enhancing the Shuswap language, history and culture is shown here. Implications for further qualitative research are numerous. From specific aspects of culture such as the Shuswap concept of giftedness and the traditional ways Shuswap people identified and nurtured boys to more general comparisons of finding a national First Nations concept of giftedness or trying to determine how band-operated school are trying to identify and nurture their gifted and talented students, there are many possibilities. What has emerged is strong individuals and cultural group healing, adapting and surviving very well despite the dark ages.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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