Compartmentalizing Indigenous knowledge(s): binary framing and cognitive imperialism in social studies curriculum
Abstract This qualitative analysis of the Social Studies curriculum for Grades 3 to 6 for the province of Ontario, Canada examines binary framing in curriculum as a mechanism of cognitive imperialism that compartmentalizes Indigenous knowledge(s). The following binaries are discussed: Positive/Negat...
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| Format: | Article |
| Language: | English |
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Springer Nature
2023-08-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-023-01972-9 |