Aboriginal Oral Traditions by Renee Hulan

These important matters shape my own research on how climate change is transforming the way the North is imagined in literary and visual culture.'ĭirector of the UCD Centre for Canadian Studies, Dr Paul Halferty welcomed the announcement: 'I'm thrilled to welcome Professor Hulan. The next few months could be eventful: we have a minority government trying to manage the effects of the pandemic while also advancing its agenda on climate change and reconciliation with Indigenous peoples. It is an honour for me to be here in this role at such a fascinating time to study Canada. Speaking about her appointment Professor Hulan said: 'By maintaining the Craig Dobbin professorship, the Dobbin family and the Centre for Canadian Studies at UCD support a unique resource for those interested in the study of Canada.

Professor Hulan joins UCD from Saint Mary’s University, where she teaches a broad range of courses in Canadian literature.

The College of Arts and Humanities is delighted to announce Professor Renée Hulan as the 2020-2021 Craig Dobbin Chair in Canadian Studies.

This review study focuses among others, the indigenous peoples’ systems of knowledge creation and transmission, modern science versus African indigenous knowledge, improving Science teaching in Africa, and the impact of indigenous knowledge system on scientific discovery and development.Professor Renée Hulan announced as 2020-21 Craig Dobbin Chair While commendable efforts are being made to better align educational curricula with indigenous realities, the interrelationship and balance between these two different ways of learning remain delicate especially in the African context. In the developing countries, this gap also existed for majority of the teachers and thus, raises the question of whose and what knowledge is considered worthwhile? The current euphoria for market driven economies and education development make issues such as cross cultural transfer of knowledge, globalized curricula integration and appropriate teaching-learning strategies critically important for consideration. Leaners’ underachievement in school has been attributed to the ‘cultural gaps’ between the expectations of school curriculum and those of the environment in which the learners are socialized. This phenomenon is a major concern in developing countries, where formal education does not put into consideration the way the majorities of learners communicate, think and learn. In many countries today, formal education continues to be Euro-centric in outlook and academic in orientation, reflecting Western scientific cultures rather than the cultures of learners and the teachers. The consideration of cultural backgrounds of the learners in planning and teaching science has informed much recent discussions in making teaching more learner-centered.

Aboriginal Oral Traditions by Renee Hulan