{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/9211"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/9211","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Writing and Teaching Curriculum With Relationships in Our Place: A Critical Meta-analysis of Saskatchewan Core French Curricula's Cultural Indicators","abstract":"In 2011, The Core French curriculum for Levels 1 through 5 were renewed; and Levels 6 through 9 were renewed in 2012. In 2015, the Truth and Reconciliation Committee of Canada released 94 Calls to Action to address the legacy residential schools left on Canadian Indigenous peoples, as well as to move Canada forward in reconciliation. In education, there are seven calls to action related to legacy and four calls to action related to reconciliation. Using document analysis methodology and honouring Indigenous methodology as theoretical frameworks, I organized two focus group interviews to examine if the Saskatchewan Core French Level 1-7 cultural indicators in the renewed documents met the calls to action, specifically the principle of developing culturally appropriate curricula. Senator Murray Sinclair said Indigenous children must be able to answer the following questions: Where do I come from; where am I going; why am I here; and who am I? (Sinclair, 2016). I framed my research along Senator Sinclair’s four questions as I studied the cultural outcomes and indicators of the Core French Level 1-7 curricula. In the thesis title, meta-analysis refers to how the cultural indicators were first critiqued by focus group participants and researcher individually, but then also analyzed together as one research study. It is my hope that the Core French curricula can be a document that respects the Truth and Reconciliation’s calls to action for education, specifically that of culturally appropriate curricula.","abstract_html":"In 2011, The Core French curriculum for Levels 1 through 5 were renewed; and Levels 6 through 9 were renewed in 2012. In 2015, the Truth and Reconciliation Committee of Canada released 94 Calls to Action to address the legacy residential schools left on Canadian Indigenous peoples, as well as to move Canada forward in reconciliation. In education, there are seven calls to action related to legacy and four calls to action related to reconciliation. Using document analysis methodology and honouring Indigenous methodology as theoretical frameworks, I organized two focus group interviews to examine if the Saskatchewan Core French Level 1-7 cultural indicators in the renewed documents met the calls to action, specifically the principle of developing culturally appropriate curricula. Senator Murray Sinclair said Indigenous children must be able to answer the following questions: Where do I come from; where am I going; why am I here; and who am I? (Sinclair, 2016). I framed my research along Senator Sinclair’s four questions as I studied the cultural outcomes and indicators of the Core French Level 1-7 curricula. In the thesis title, meta-analysis refers to how the cultural indicators were first critiqued by focus group participants and researcher individually, but then also analyzed together as one research study. It is my hope that the Core French curricula can be a document that respects the Truth and Reconciliation’s calls to action for education, specifically that of culturally appropriate curricula.","abstract_has_math":false,"creators":["Irvine, Jessica Renee"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Phipps, Heather"],"committee_chairs":[],"committee_members":["Mulholland, Valerie","King, Anna-Leah"],"year":2020,"date_issued":"2020-01","date_published":"2020-01","updated_at":"2026-07-24T04:03:38Z","subjects":["Saskatchewan","Core French","Curricula","Curriculum development","Indigenous","History","Reconciliation","language","Culture","Education","Meta-analysis","Two-eyed seeing","language teaching","identity","Relationships","Place-based learning","third space"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4418"],"render_values":[{"text":"https://doi.org/10.82465/4418","href":"https://doi.org/10.82465/4418","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/9211","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Phipps, Heather"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Mulholland, Valerie","King, Anna-Leah"]},{"key":"dc:creator","label":"Author","values":["Irvine, Jessica Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-08-27T19:16:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-27T19:16:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-01"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Saskatchewan","Core French","Curricula","Curriculum development","Indigenous","History","Reconciliation","language","Culture","Education","Meta-analysis","Two-eyed seeing","language teaching","identity","Relationships","Place-based learning","third space"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4418"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/9211"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. ix, 204 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["In 2011, The Core French curriculum for Levels 1 through 5 were renewed; and Levels 6 through 9 were renewed in 2012. In 2015, the Truth and Reconciliation Committee of Canada released 94 Calls to Action to address the legacy residential schools left on Canadian Indigenous peoples, as well as to move Canada forward in reconciliation. In education, there are seven calls to action related to legacy and four calls to action related to reconciliation. Using document analysis methodology and honouring Indigenous methodology as theoretical frameworks, I organized two focus group interviews to examine if the Saskatchewan Core French Level 1-7 cultural indicators in the renewed documents met the calls to action, specifically the principle of developing culturally appropriate curricula. Senator Murray Sinclair said Indigenous children must be able to answer the following questions: Where do I come from; where am I going; why am I here; and who am I? (Sinclair, 2016). I framed my research along Senator Sinclair’s four questions as I studied the cultural outcomes and indicators of the Core French Level 1-7 curricula. In the thesis title, meta-analysis refers to how the cultural indicators were first critiqued by focus group participants and researcher individually, but then also analyzed together as one research study. It is my hope that the Core French curricula can be a document that respects the Truth and Reconciliation’s calls to action for education, specifically that of culturally appropriate curricula."]},{"key":"dc:title","label":"Title","values":["Writing and Teaching Curriculum With Relationships in Our Place: A Critical Meta-analysis of Saskatchewan Core French Curricula's Cultural Indicators"]}]}],"canonical_facts":{"dc:contributor.advisor":["Phipps, Heather"],"dc:contributor.committeemember":["Mulholland, Valerie","King, Anna-Leah"],"dc:creator":["Irvine, Jessica Renee"],"dc:date.accessioned":["2020-08-27T19:16:17Z"],"dc:date.available":["2020-08-27T19:16:17Z"],"dc:date.issued":["2020-01"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. ix, 204 p."],"dc:description.abstract":["In 2011, The Core French curriculum for Levels 1 through 5 were renewed; and Levels 6 through 9 were renewed in 2012. In 2015, the Truth and Reconciliation Committee of Canada released 94 Calls to Action to address the legacy residential schools left on Canadian Indigenous peoples, as well as to move Canada forward in reconciliation. In education, there are seven calls to action related to legacy and four calls to action related to reconciliation. Using document analysis methodology and honouring Indigenous methodology as theoretical frameworks, I organized two focus group interviews to examine if the Saskatchewan Core French Level 1-7 cultural indicators in the renewed documents met the calls to action, specifically the principle of developing culturally appropriate curricula. Senator Murray Sinclair said Indigenous children must be able to answer the following questions: Where do I come from; where am I going; why am I here; and who am I? (Sinclair, 2016). I framed my research along Senator Sinclair’s four questions as I studied the cultural outcomes and indicators of the Core French Level 1-7 curricula. In the thesis title, meta-analysis refers to how the cultural indicators were first critiqued by focus group participants and researcher individually, but then also analyzed together as one research study. It is my hope that the Core French curricula can be a document that respects the Truth and Reconciliation’s calls to action for education, specifically that of culturally appropriate curricula."],"dc:identifier.doi":["https://doi.org/10.82465/4418"],"dc:identifier.uri":["https://hdl.handle.net/10294/9211"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:subject":["Saskatchewan","Core French","Curricula","Curriculum development","Indigenous","History","Reconciliation","language","Culture","Education","Meta-analysis","Two-eyed seeing","language teaching","identity","Relationships","Place-based learning","third space"],"dc:title":["Writing and Teaching Curriculum With Relationships in Our Place: A Critical Meta-analysis of Saskatchewan Core French Curricula's Cultural Indicators"],"dc:type":["master thesis"],"thesis:degree_discipline":["Curriculm and Instruction"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:38Z"}