Urban Indigenous perspectives and experiences with play
Notice bibliographique
Résumé
There are few universally agreed upon definitions of play. Furthermore, the way play is defined, understood, acted out, and valued, varies across cultures, yet the conceptualization of play within the context of Indigenous cultures has yet to be explored. This research sought to understand how urban Indigenous families conceptualized and experienced play. This included an exploration into what activities were included in play, and what factors influenced play for Indigenous families. This research used Métis methodologies: wahkootowin (kinship) and kiyokewin (visiting). These two concepts are interrelated in that they both speak to upholding and maintaining strong relationships through acts of relational accountability. These concepts also provided a theoretical perspective for understanding the connections between play, family, and wellbeing. Kiyokewin was practiced during five semi-structured interviews amongst a total of 12 people (7 adults and 5 children). The meetings provoked dialogue, which was further facilitated through the creation of art pieces and engaging in play. A thematic analysis of the interview transcripts was conducted to reveal five themes: (1) Play activities vary widely, (2) Play engages wahkootowin, (3) Play is conceptualized as an experience, (4) Play engagement is affected by many factors, and (5) Play can be part of kiyokewin. Participants named a wide variety of activities they engaged in with family, individually, or through organized programs. In describing their experiences, they spoke to their personal conceptualizations of play, describing how it was experienced and the feelings it evoked. They also discussed the importance of family and community in play, and how play provides the opportunity to bring people together. Participants identified many factors that influenced play engagement including interests, people involved, health status, colonization, and logistics. This work also demonstrated that play is one way to strengthen wahkootowin, and contribute to wellbeing. This study offered unique insights into the perspectives of urban Indigenous peoples regarding play within their families. It was benefitted by using Métis approaches to research that allowed for story sharing and engaged family members of all ages. The results offer numerous opportunities for further study, as well as recommendations for play programmers.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
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) | 0,000 | 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
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, 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 ».