The life history of a First Nations educator : never too old to learn
Notice bibliographique
Résumé
This dissertation begins with the loss of my immediate family and search for healing. I share my life experiences because I want to move beyond the pain and suffering but also because I want to leave a written monument to honour the memory of my family. My research purpose for writing my Indigenous life history focussed on my search for healing; correcting stereotypes of Aboriginal women and Aboriginal students; understanding the impact of major federal government policies upon Aboriginal people; and examining the role of Aboriginal parents in their children's education. I chose the Indigenous life story methodology because it allowed me to remember and be reflective about critical incidents of my life stages: childhood, adulthood, motherhood and educator. These Indigenous life stories exemplified the relationship between an Aboriginal family and the wider Canadian society regarding the impact of major federal laws and educational policies. The Indigenous life story methodology also challenged me to critically explore the following research topics/questions: ways of healing from deep emotional pain; overcoming stereotypes about Aboriginal women and Aboriginal learners; examining parental involvement; and facilitating Aboriginal student success. My search for spiritual and emotional healing has led me to face the difficult challenges with the assistance of others. When elders mentioned that I must return to Nanaimo, my birthplace, I followed their guidance. I returned and visited my parent's graves every year for four years. With the assistance of my paternal uncle and later with my maternal aunt, I was able to complete this task. On the fourth year, I walked the land where our home once stood with my maternal aunt. Even though this experience was difficult, I remember thinking that I could not change the path of my immediate family but I had to accept their passing. Besides discussing the loss of my family, I included my children's and my educational experiences to illustrate that First Nations children and adults are often stereotyped as being inferior and therefore, not able to achieve at the same level as mainstream students. One of my sons was told that "he was only average and would not amount to anything." No matter how hard he worked, he was only average. The teacher had decided where he felt my son's achievement level was and maintained this academic grade. Today, he is a lawyer with a Master's in Law. This dissertation includes one story from each of my children plus my own experiences with education. As an educator I emphasize the importance of Aboriginal identity. Students need to be able to identify with their Aboriginal or Native background in order to meet the challenges of post-secondary education. Once the students make the effort to identify with their Aboriginal heritage, they are able to focus their full attention on their academic studies and not be afraid of someone revealing Aboriginal identity. In conclusion, I used the story of unpacking a suitcase of all of the negative experiences of hurt, sadness and real life experiences of physical, sexual, and psychological abuses, so that our communities will start to heal and look toward more positive and healthier approaches to life for our children, grandchildren and great, great grandchildren.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,025 | 0,012 |
| Communication savante | 0,009 | 0,009 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,009 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,003 |
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
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».