Laura Adams by

In Their Own Voices: First Nations Students Identify Some Cultural Mediators of Their Learning in the Formal School System by Yatta Kanu

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Theme 1: Traditional Aboriginal Approaches to Learning

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Traditional practices in Aboriginal culture were found to enhance or hinder participation and conceptual understanding of Aboriginal students.

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Learning through stories and through observation and imitation both proved to be positive methods of teaching and led to student learning. Community support and scaffolding were also practices that encourage learning and offered support to students. The "talk approach" was one practice that appears to inhibit student learning and understanding.

Theme 2: Effective Oral Interaction Between Teacher and Aboriginal Students Assist Learning

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White middle-class parents communicate with children largely through indirect statements, while Aboriginal parents communicate mainly through directives.

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Differences between a teacher's linguistic culture and that of a student can have a profound effect on the students learning. Aboriginal students may be less likely to understand what is expected of them, if the teacher uses indirect statements as opposed to direct statements. Clarity is essential to school success.

Theme 3: Concepts of Self

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Aboriginal students in the study described notions of the self and how the self is constructed in Aboriginal culture largely in terms of interdependence, communality, and social relatedness.

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Aboriginal students explained that they enjoyed group work because they could talk with others to gain a better understanding of the topic, like they do in the Aboriginal community. However, students also commented that groups were not set up in a way that promotes equality, so they found group work was often not effective. They suggested that cooperative group work in the classroom should be approached differently by the teacher and should draw on the cooperative, collaborative and communal aspects of their culture to enhance learning.

Theme 4: Curriculum Relevance Enhances Aboriginal Students' Learning

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Curriculum relevance for success in school learning is particularly important for minority students.

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According to educationists, "despite all the exposure to difference in the world today and the increasing interest in pluralism and the existence of multiple realities, Eurocentric and patriarchal views still persist where curriculum and learning are concerned." Eurocentric and patriarchal views will have little relevance for Aboriginal students, so it is important that the curriculum is relevant to Aboriginal culture as well. It should also be approached with an Aboriginal perspective, rather than from the dominant white perspective.

Theme 5: Teacher's Interpersonal Style

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Dimensions of teachers interpersonal style that are effective in eliciting intellectual participation from Aboriginal students.

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1. Respect: the most important dimension of the teacher's interpersonal style and is integral to traditional Aboriginal values.

2. Strictness: Aboriginal students in the study expect teachers to be strict and act as authority figures.

3. Personal Warmth: students in the study expected their teachers to treat them with emotional warmth and to develop personal relationships. Students view warmth and individualized instruction as an effective teaching method.