Abstract
Theories of cognition
argue that children develop thinking, communication, learning,
and motivational styles consistent with the culture into which
they are socialized. Cultural socialization, therefore, influences
how students learn, particularly how students mediate, negotiate,
and respond to curriculum materials, instructional strategies,
learning tasks, and communication patterns in the classroom. But
what specific aspects of culture influence the learning of a particular
group of students? The author set out to answer this question
in relation to First Nations students by conducting research among
First Nations students in a Winnipeg high school. Five culturally
relevant themes were identified that provide insights into the
development of appropriate instruction for preservice teachers
for the enhancement of cross-cultural communication, the design
and implementation of assessment strategies, and the creation
of effective instructional materials. These are traditional Aboriginal
approaches to learning, patterns of oral interaction, concepts
of self, curriculum relevance, and the educator's interpersonal
style.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2002.
Last revised: August 8, 2002.
Designed by G.H. Buck