A Healthy Journey

Educational practice is increasingly challenged to
address the unique educational needs of First Nations
students by recognizing and valuing their cultural
ways of knowing. This recognition can lead to
pedagogical and curricula improvements in education;
accompanied by the realization that a Eurocentric
framework is not the only way to transmit knowledge.
This book shares aspects of Indigenous knowledge/s
that serve as a guide to the development of
culturally responsive curricula in physical
education, health and wellness. Knowledge was shared
through a variety of cultural experiences amongst the
author, First Nations teachers, Elders, community
educators, and other educational stakeholders;
resulting in a working model influenced by Indigenous
knowledge/s. This book is a journey of discovery
through education, research, curricula development,
and cultural identity. Teachers, teacher educators,
curricula developers, researchers and all cultural
groups will find a relational space within the
context of this work.

Autorentext
Brenda Kalyn is an Assistant Professor in Curriculum Studies at the University of Saskatchewan. Her work in teacher education centers around the impact of curricula and pedagogical experiences on teachers and students. Brenda's specializations include physical education, holistic health, curriculum theory, and educational research.

Klappentext
Educational practice is increasingly challenged to address the unique educational needs of First Nations students by recognizing and valuing their cultural ways of knowing. This recognition can lead to pedagogical and curricula improvements in education; accompanied by the realization that a Eurocentric framework is not the only way to transmit knowledge. This book shares aspects of Indigenous knowledge/s that serve as a guide to the development of culturally responsive curricula in physical education, health and wellness. Knowledge was shared through a variety of cultural experiences amongst the author, First Nations teachers, Elders, community educators, and other educational stakeholders; resulting in a working model influenced by Indigenous knowledge/s. This book is a journey of discovery through education, research, curricula development, and cultural identity. Teachers, teacher educators, curricula developers, researchers and all cultural groups will find a relational space within the context of this work.