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Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers

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Title: Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers
Language: English
Authors: Daoust, Melissa, Caine, Vera, Schaefer, Lee
Source: LEARNing Landscapes. 2023 16(1):95-112.
Availability: LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Opinion Papers
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Forestry, Outdoor Education, American Indian Education, American Indian Students, Educational Experience, Indigenous Knowledge, Pedagogical Content Knowledge, Foreign Countries, Teacher Student Relationship, Teacher Responsibility
Geographic Terms: Canada
ISSN: 1913-5688
Abstract: In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi'gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers' personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397078
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers
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  Data: LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
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  Data: In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi'gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers' personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.
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      – Text: English
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      – SubjectFull: Kindergarten
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      – SubjectFull: Forestry
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      – SubjectFull: Outdoor Education
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      – SubjectFull: American Indian Education
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      – SubjectFull: American Indian Students
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      – SubjectFull: Educational Experience
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Student Relationship
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