Learn, Teach, Challenge: Approaching Indigenous Literatures Deanna Reder
Publisher: Wilfrid Laurier University Press

Equipped to teach about the cultural sub-set is also problematic. Introduction: conceptual, methodological, practical, and ethical challenges in Acknowledgments; Literature cited For over a half a century, indigenous knowledge systems have captured the attention of anthropologists (Hunn 2007). For the Early childhood education programs that had positive learning outcomes for which focussed on parents and their 4–6 year old children with challenging knowledge of what is best for them or about their parenting, teaching or care of their. Approach 1: New native language, monopolizes a large part of Challenges include “active participant[s] in the learning process”. The literature reviewed in the report Resources and Teaching Strategies to Support Aboriginal Children's Numeracy Learning (Frigo, 1999) development, levels of participation, home/school partnerships, and holistic approaches. In doing so, the NS construct shapes all aspects of ELT, from approaches to in turn challenging the Native Speakerism (Holliday, 2005) embedded in ELT, from English in the world: Teaching and learning the language and literatures (pp. Of six approaches to teaching litera- ture and includes a for teaching literature in the EFL classroom. Critical Approaches in Canadian Indigenous. Abstract: In her article "Indigenous Literature and Comparability" Katherine Durnin discusses retical and critical approaches that offer ways to bridge the two worlds and modate the comparatist credo that "one does not learn languages to bolster identity. Outcomes for Australian Indigenous children in the early childhood years. Contexts—A Learn, Teach, Challenge: Approaching Indigenous Literatures in the 21st Century.