Literacy and Learning: Acknowledging Aboriginal Holistic Approaches to Learning in Relation to "Best Practices" Literacy Training Programs (2003)

Final Report

This research project was developed to engage literacy stakeholders in a research initiative relevant to Aboriginal people. The intent is to facilitate a process that will ensure that Native literacy in Ontario is perceived, acknowledged and recognized “wholistically” as distinct to Aboriginal peoples, in relation to mainstream literacy.

“Wholistic” describes the Aboriginal philosophy in which “everything is related” by virtue of shared origins and in which, by extension, the human being is considered an entire whole; that is, mentally, physically, spiritually and emotionally as an individual, with one's family and extended family, one's people, and with the cosmos in sacred relationships. This is distinct from a “holistic” philosophy in which the term ‘related' is taken as meaning ‘all things are interconnected' by virtue of sharing an environment in which action leads to a type of ‘domino effect' in a secular world.

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ISBN: 
0-7727-2610-8
Funders: 
Added: 
2004-08-30
APA citation
Eileen Antone, Lois Provost-Turchetti and Peter Gamlin. Literacy and Learning: Acknowledging Aboriginal Holistic Approaches to Learning in Relation to "Best Practices" Literacy Training Programs 2003. Web. 7 Mar. 2021 <http://en.copian.ca/library/research/aboriglt/finlrprt/finlrprt.pdf>
Eileen Antone, Lois Provost-Turchetti & Peter Gamlin (2003). Literacy and Learning: Acknowledging Aboriginal Holistic Approaches to Learning in Relation to "Best Practices" Literacy Training Programs. Retrieved March 7, 2021, from http://en.copian.ca/library/research/aboriglt/finlrprt/finlrprt.pdf
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