Perceptions of Canadian Indigenous teachers and students on movement integration in the classroom

Abstract

The focus of this article is understanding the perceptions that Canadian Indigenous teachers and students have on a novel physical activity teaching method that is utilised in the classroom. We explore the role that physical activity plays in the healthy growth and development of children, with special attention to Indigenous children. Through participatory action research and qualitative methods, Indigenous teachers and students share their thoughts on physical activity in the classroom and the barriers and facilitators that exist to implementing classroom physical activity. This work is discussed in the context of the recent Truth and Reconciliation Commission of Canada and provides the reader with tangible suggestions for movement integration in the classroom.

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

“…Scholars have called for pedagogy to be transformed, both on a theoretical and a practical level, to challenge outdated modes of thought and promote justice, equality and inclusion in students' learning (Boon & Lewthwaite, 2016;Krakouer, 2015;López, 2016;McInerney et al, 2011;Tsuruda & Shepherd, 2016). Ongoing research focusing on the academic experiences and lives of Indigenous students is essential to broaden the understanding of teachers, schools, stakeholders and other key persons (Kerpan et al, 2019;Lees, 2016;Stokes et al, 2011). In addition, a growing body of literature is critically developing the concepts of funds of knowledge and identity (Esteban-Guitart & Moll, 2014a;Hogg & Volman, 2020;Jones et al, 2019;Moll, 2019), placebased education (Bartholomaeus, 2013;Kuwahara, 2013;McInerney et al, 2011;Showalter, 2013;Smith & Sobel, 2010) and how culturally responsive pedagogy can be applied to support students' learning (Hedges et al, 2016;López, 2016;Rodríguez-Arocho, 2020;Snell, 2018;Subero et al, 2017).…”

“…Los estudiosos han hecho un llamamiento a una transformación pedagógica, tanto a nivel teórico como práctico, con el objeto de revisar modelos obsoletos de pensamiento y fomentar mayor justicia e igualdad, así como la inclusión en el aprendizaje de los estudiantes (Boon & Lewthwaite, 2016;Krakouer, 2015;López, 2016;McInerney et al, 2011;Tsuruda & Shepherd, 2016). Es necesario llevar a cabo investigaciones centradas en las experiencias académicas y en las experiencias cotidianas de los estudiantes indígenas para ampliar el conocimiento que poseen el profesorado, los centros escolares y todos los agentes y participantes clave en el proceso educativo (Kerpan et al, 2019;Lees, 2016;Stokes et al, 2011). Además, existe un volumen creciente de investigaciones centradas en desarrollar los conceptos de identidad y fondos de conocimiento (Esteban-Guitart & Moll, 2014a ;Hogg & Volman, 2020;Jones et al, 2019;Moll, 2019), educación basada en el lugar (Bartholomaeus, 2013;Kuwahara, 2013;McInerney et al, 2011;Showalter, 2013;Smith & Sobel, 2010) y el papel de la educación culturalmente responsiva para facilitar el aprendizaje (Hedges et al, 2016;López, 2016;Rodríguez-Arocho, 2020;Snell, 2018;Subero et al, 2017).…”