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Seeking traditional knowledge as a transformational experience.
Lynda J. Sampson (author)Dennis Procter (Thesis advisor)University of Northern British Columbia (Degree granting institution)
Master of Education (MEd)
Education-Curriculum and Instruction
Number of pages in document: 144
This paper presents an ethnographic study of a First Nations-developed program designed to enhance traditional First Nations skills and knowledge. Seven students of the Lil'wat Culture and History program gave their thoughts and feelings about the program in loosely structured interviews, and the resulting data was analyzed and compared to existing First Nations theories, critical theory, and Mezirow's transformational theory. The study found that the medicine wheel model, which incorporates the physical, emotional, intellectual and spiritual aspects did fit this program. The Lil'wat Culture and History program was also a site of resistance as described in critical theory, and a site of transformational change as outlined by Mezirow. Other changes happened for the students that were important, but not transformational. One main conclusion of the study is that there were transformational changes, and there could have been more if certain changes were made in the program to allow transformational change to occur. The study also outlines the need for a process by which the stakeholders could develop recommendations for future programs.
Lillooet Indians -- Social life and customs -- Study and teaching.Lillooet Indians -- Education -- British Columbia -- Mount Currie Region.Indian philosophy -- Study and teaching -- British Columbia -- Mount Currie Region.