Abstract
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’ aspirations for formal education including 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 Yukon 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, community level arising from these changes and anticipated changes are described.
