Writing and Teaching Curriculum With Relationships in Our Place: A Critical Meta-analysis of Saskatchewan Core French Curricula's Cultural Indicators

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.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2020

Author dc:creator

• Irvine, Jessica Renee

Advisor dc:contributor.advisor

• Phipps, Heather

Committee members dc:contributor.committeemember

• Mulholland, Valerie
• King, Anna-Leah

• 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

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4418

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/9211