Work-Integrated Learning and Indigenous Educational Philosophy: A Review of the Literature

Authors

  • Noah Arney University of Calgary

Abstract

This literature review examines the current research into Work-Integrated Learning and Indigenous Educational Philosophies and how the two can be woven together. This was done by examining the theoretical backing, benefits and future direction of work-integrated learning as well as the Indigenous philosophical concepts of land, rationalism, and holism as well as and the cyclical and experiential educational concepts. It is shown how a relational and holistic perspective can support students in work-integrated learning and how the concept of iteration is core to strong work-integrated learning experiences. This will be helpful for educators developing or improving work-integrated learning programs and wish to focus on person centered benefits rather than labour market improvements.

Author Biography

  • Noah Arney, University of Calgary

    MEd, Adult Education, Werklund School of Education

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Published

2021-12-24

Issue

Vol. 12 No. 2 (2021)

Section

Literature Review/Revue de la documentation

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