Engaging Chinese International Students in Indigenization Education at University of Regina,
| dc.contributor.advisor | Ji, Xia | |
| dc.contributor.author | Zhu, Haoxuan | |
| dc.contributor.committeemember | King, Anna-Leah | |
| dc.contributor.committeemember | Russell, Gale | |
| dc.contributor.externalexaminer | Bockarie, Abu | |
| dc.date.accessioned | 2020-12-13T16:27:16Z | |
| dc.date.available | 2020-12-13T16:27:16Z | |
| dc.date.issued | 2020-04 | |
| dc.description | A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 173 p. | en_US |
| dc.description.abstract | This qualitative case study research explored how Chinese international students (CIS) perceive and respond to Indigenization Education (IE) at the University of Regina, as well as uncovered ways and strategies to help CIS embrace, understand, and engage in IE. Three questions are addressed by this study. How do CIS perceive, understand, and relate to IE? What are the gaps and misconceptions that CIS’ have in regards to IE? What are the strategies and ways to challenge and broaden CIS’ perceptions and understanding so as to develop a more holistic view of Indigenous peoples, cultures, and their ways of knowing? This study adopted descriptive case study methodology within the qualitative research paradigm. Critical Race Theory (CRT) is used as the conceptual theoretical framework. The significance of the study is to help CIS conduct more extensive discussions on the ways of IE learning and the acceptance level of IE among international students. Document review, individual interviews and focus group discussion were adopted in the data collection process. Thematic analysis method was used to make sense of the data. This research uncovered some major misconceptions and problematic views held by some CIS toward Indigenous peoples and cultures. It helped us to see that many CIS have very little exposure to Indigenous context or people in their lives. Misconceptions, narrow views, and incorrect attitudes may contribute to them having little interest in engaging in Indigenization education. On the other hand, even though there are many students who are very interested in learning about Indigenous knowledge, they encountered many challenges in the process of learning. Although participants held 2 different levels of misunderstandings in different aspects, they all realized the importance of IE through critical thinking and reflective questions. Some strategies and ways to better engage CIS in Indigenization education are also identified by this research. Finally the discussion and conclusion section helps to solidify the findings and propose area for further research so as to bring about better Indigenization education for international students and contribute to developing intercultural understanding, acceptance, and relationships. | en_US |
| dc.description.authorstatus | Student | en |
| dc.description.peerreview | yes | en |
| dc.identifier.tcnumber | TC-SRU-9336 | |
| dc.identifier.thesisurl | https://ourspace.uregina.ca/bitstream/handle/10294/9336/Zhu_Haoxuan_MED_CI_Fall2020.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10294/9336 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Graduate Studies and Research, University of Regina | en_US |
| dc.title | Engaging Chinese International Students in Indigenization Education at University of Regina, | en_US |
| dc.type | Thesis | en_US |
| thesis.degree.department | Faculty of Education | en_US |
| thesis.degree.discipline | Curriculm and Instruction | en_US |
| thesis.degree.grantor | University of Regina | en |
| thesis.degree.level | Master's | en |
| thesis.degree.name | Master of Education (MEd) | en_US |
| thesis.degree.name | Master of Education (MEd) | en_US |