In this paper we draw on a study alongside urban Indigenous families in western Canada that inquired narratively into their experiences as they readied their children for, and their children participated in, kindergarten. We built relationships with eight urban Indigenous families. As we looked across their experiences, six resonant threads became visible: each family and their life situations are unique; families wish for mutual respect and collaboration between school and family; respect is significant; families are invested in their children doing well in schools; siblings shape stories of school readiness; and intergenerational stories and places shape readiness.

中文翻译：

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对城市原住民家庭在为孩子准备上幼儿园和上幼儿园时的经历进行的叙事调查

在本文中，我们借鉴了与加拿大西部城市原住民家庭一起进行的一项研究，该研究以叙事方式探究了他们在为孩子准备上幼儿园以及孩子上幼儿园时的经历。我们与八个城市土著家庭建立了关系。当我们回顾他们的经历时，可以看到六个共鸣线：每个家庭和他们的生活状况都是独一无二的；家庭希望学校和家庭之间相互尊重和合作；尊重很重要；家庭投资于他们的孩子在学校表现良好；兄弟姐妹塑造了入学准备的故事；代际故事和地方塑造了准备。