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A Narrative Inquiry Into the Experiences of Urban Indigenous Families As They Ready Their Children For, and During, Kindergarten.

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Title: A Narrative Inquiry Into the Experiences of Urban Indigenous Families As They Ready Their Children For, and During, Kindergarten.
Authors: Huber, Janice1, Caine, Vera2 vera.caine@ualberta.ca, Murphy, M. Shaun3, Lessard, Sean4, Menon, Jinny5, Clandinin, D. Jean6
Source: Journal of Childhood Studies. Winter2018, Vol. 43 Issue 2, p46-57. 12p.
Subject Terms: *Readiness for school, *Families, *Kindergarten, *Kindergarten facilities, *Siblings
Geographic Terms: Canada
Abstract: In this paper we draw on a study alongside urban Indigenous families in western Canada that inquired narratively into their experiences as they readied their children for, and their children participated in, kindergarten. We built relationships with eight urban Indigenous families. As we looked across their experiences, six resonant threads became visible: each family and their life situations are unique; families wish for mutual respect and collaboration between school and family; respect is significant; families are invested in their children doing well in schools; siblings shape stories of school readiness; and intergenerational stories and places shape readiness. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Childhood Studies is the property of Canadian Association for Young Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In this paper we draw on a study alongside urban Indigenous families in western Canada that inquired narratively into their experiences as they readied their children for, and their children participated in, kindergarten. We built relationships with eight urban Indigenous families. As we looked across their experiences, six resonant threads became visible: each family and their life situations are unique; families wish for mutual respect and collaboration between school and family; respect is significant; families are invested in their children doing well in schools; siblings shape stories of school readiness; and intergenerational stories and places shape readiness. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Childhood Studies is the property of Canadian Association for Young Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        Type: general
      – SubjectFull: Families
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      – SubjectFull: Kindergarten
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      – SubjectFull: Kindergarten facilities
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