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Case Study of an Indigenous Teacher's Writing Instruction i CASE STUDY OF AN INDIGENOUS TEACHER’S WRITING INSTRUCTION: TENSIONS AND NEGOTIATIONS AMONG WESTERN DISCOURSES OF WRITING AND 8 WAYS ABORIGINAL PRINCIPLES by Denise Hudspith Heppner A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Denise Hudspith Heppner, 2020 ii Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles Doctor of Philosophy 2020 Denise Hudspith Heppner Department of Curriculum, Teaching and Learning University of Toronto Abstract This research investigated an Indigenous teacher’s pedagogy in a rural First Nation school in order to gain insight into culturally responsive writing instruction. Pre-service and in-service educators have identified significant challenges in the teaching of writing, feeling unprepared and/or lacking confidence to teach this essential skill. Additionally, many teachers feel uncomfortable and/or ill-equipped to incorporate Indigenous content and perspectives into their classrooms. Resulting from generations of on-going colonial oppression, educational disparities in literacy development have been identified between Indigenous and non-Indigenous students. Along with a focus on traditional language and cultural revitalization, Indigenous families in Canada have advocated education for their children in the dominant literacy practices of schooling. With a growing Indigenous population, educators are seeking ways to respectfully and successfully integrate cultural perspectives, content, and traditional ways of knowing/learning into their classrooms. This study addressed the paucity of research on writing development in Canada conducted within rural areas and with Indigenous Peoples. Case study methodology was utilized. Qualitative data was collected and analyzed in the form of classroom observations, formal and informal interviews, and collection of artifacts (e.g., student writing, curricular resources, etc.). An initial objective of this study was to identify which of six evidence-based discourses of writing (Ivanić, 2004) were employed in the teacher’s instructional approaches and beliefs about writing instruction. Findings revealed that she utilized iii all six at varying times over the course of the classroom observations, reflecting a comprehensive approach to teaching writing. Tensions were revealed between conflicting discourses, some remained unresolved while others were successfully negotiated. The second question in this study sought to determine which of the 8 Ways Aboriginal pedagogies (Yunkaporta, 2009) did the teacher utilize in her writing instruction. In addition to incorporating local cultural content she utilized all instructional methods identified through the 8 Ways framework. Examination of classroom practices revealed an overlap between Western discourse theory and the Indigenous 8 Ways pedagogy framework. Utilization of Indigenous instructional strategies directly address the Truth and Reconciliation Commission of Canada’s (2015d) call to action regarding the integration of Indigenous knowledge and teaching methods into classrooms. iv Acknowledgements To my fantastic supervisor, Dr. Shelley Stagg Peterson, my deepest thanks for your guidance and encouragement throughout the last six years. You have been my guide, my supporter, my challenger, my teacher, my co-author. All of which have played a part in molding me into the academic I am today. Thank you holding me to a high standard while continually modeling grace, patience, and a love of learning. I am honoured to have had the chance to work with, and learn from, you! I wish to express my deepest gratitude to Wapiskisew-asiniskwew, White Stone Woman. Thank you for helping me ‘see’. In his book Research is Ceremony Indigenous scholar Shawn Wilson (2008) said, “if research doesn’t change you as a person, then you haven’t done it right” (p. 135). Together, we must have done it right! I have been changed in so many wonderful ways because of knowing you! You are a creative, incredible teacher and a passionate advocate for your Indigenous culture. You continue to inspire me! Working with you has been a fantastic journey, and I know it has only just begun! To my committee members, thank you for the time and effort you gave to this work. Each of you encouraged me to examine this research in new ways, leading to fresh avenues of personal growth. Dr. Carol Rolheiser, your feedback was not only warm and encouraging but inspired me to reflect on powerful models of professional development. This allowed me to see the significant personal and professional impact of this research as well as exciting roads leading forward. Dr. Sandra Styres, your insight into Indigenous perspectives was invaluable. Thank you for so freely sharing your knowledge and also in pointing me in the direction of additional Indigenous authors (of which upon starting to read I could not put down!). Thank you also to my external examiner, Dr. Heather Blair and internal external examiner, Dr. Enrica Piccardo for your participation in this process; your insights were absolutely valued and appreciated! v Finally, to my husband, Rob, and children, Luke, Sasha, Jake. Thank you for everything. You never let me give up. You are my constant cheerleaders, my rocks, my sources of joy. You truly inspire me to be my best! Your faith in me encourages me to reach higher than I ever thought possible! I am truly blessed to be your wife and mom! vi Dedication This work is dedicated to my children: Luke, Sasha, and Jake. You are my source of inspiration and joy! vii Table of Contents Abstract ...................................................................................................................................... ii Acknowledgements .................................................................................................................... iv Dedication .................................................................................................................................. vi Prologue .................................................................................................................................. xiii CHAPTER 1: INTRODUCTION ............................................................................................... 1 Purpose and Rationale................................................................................................................. 1 Education Debt ....................................................................................................................... 2 The Importance of Effective Writing Skills ........................................................................... 5 Challenges of Teaching Writing ............................................................................................ 7 Challenges of Incorporating Indigenous Content and Perspectives ....................................... 8 Significance of the Research ..................................................................................................... 13 Purpose of the Research ............................................................................................................ 15 CHAPTER 2: LITERATURE REVIEW .................................................................................. 16 Introduction ............................................................................................................................... 16 Historical Overview of Theories of Writing Development ...................................................... 18 Grammar Reigns .................................................................................................................. 18 Cognitive Theory ................................................................................................................. 20 Sociocultural Theory ............................................................................................................ 21 Theoretical Framework for Examining Discourses of Writing and Writing Pedagogy ........... 23 Multi-Layered View of Language ............................................................................................ 24 Skills Discourse .................................................................................................................... 25 Creativity Discourse ............................................................................................................. 27 Process Discourse ................................................................................................................. 30 Genre Discourse ................................................................................................................... 32 Social Practices Discourse ................................................................................................... 34 Sociopolitical Discourse ....................................................................................................... 36 Comprehensive Approach .................................................................................................... 40 Summary .............................................................................................................................. 41 Culturally Responsive Writing Pedagogy ................................................................................. 43 Culturally
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