Open Access#12015
Educational change and self-governance in a Yukon First Nation Community
More recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the change and the influences of these changes on teachers' teaching and students' learning. Finally, tensions at the classroom, school and community level arising from these changes and anticipated changes are described.