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dc.contributor.supervisor Chambers, Cynthia
dc.contributor.author Donald, Dwayne Trevor
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-04-25T19:37:22Z
dc.date.available 2007-04-25T19:37:22Z
dc.date.issued 2003
dc.identifier.uri https://hdl.handle.net/10133/147
dc.description vi, 206 leaves ; 29 cm. en
dc.description.abstract Aboriginal educations is an ambiguous field of study that presents many challenging dilemmas for educators today. A major part of this ambiguity stems from the tendency to emphasize traditional cultural values, Aboriginal identity, and experiences as distinct and unique, and therefore essentially different from mainstream approaches to education. By drawing upon the memories and narrative of my own Metis family as well as the history and memories of the people of the Kainai community from the Blood Reserve in Alberta, I confront some of these dilemmas in both personal and collective ways. Following Eduoard Glissant, Francoise Lionnet, and Mark Zuss, I explore the character of the Kainai community as a tetissage of texts and genres which overlap, interact, juxtapose, and mix the textual contributions of an elder, a student, and a teacher (myself) to create a more complicated portrait of the Kainai community that stretches beyond the 'us versus them' binary. These texts are then interpreted using a (post)colonial framework largely based upon the works of Frantz Fanon, Gerald Vizenor, Homi Bhabha, and Neal McLeod. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbrige, Faculty of Education, 2003 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Indigenous peoples -- Education -- Alberta en
dc.subject Kainah Indians en
dc.subject Dissertations, Academic en
dc.title Elder, student, teacher : a Kainai curriculum metissage en
dc.type Thesis en
dc.publisher.faculty Education
dc.degree.level Masters


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