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Aboriginal Education: Fulfilling the Promise
Aboriginal Identity: The Need for Historical and Contextual Perspectives
Aboriginal Language-Learning in Cyberspace: A Typology of Language-Related Web Sites and Their Potential Uses
An Aboriginal Language Pedagogy Framework for Western New South Wales
Along the Red Road: Tribally Controlled Colleges and Student Development
Arctic Adaptability: Infrastructure at Iḷisaġvik College
Backing Into the Future: Motatau Bilingual School
Balancing Culture and Professional Education: American Indians/Alaska Natives and the Helping Professions
Being a White Teacher of Native Students: Revelations of Whiteness in Taken-for-Granted Practices
Being There: The Importance of a Field Experience
in Teaching Native American Literature
Beyond the “Add and Stir” Approach: Indigenizing Comprehensive Exam Reading Lists in Canadian Political Science
A Case Study of the Social-Political Factors That Have Affected a Selected Tribal College
Celebrating Our Path of Ahkamimoh in Northern Saskatchewan: Developing Resiliency in Youth through Education + Emocikihtayak Ahkamimohwin meskanaw Ote Kiwetinohk Saskatchewan: Sohkeyimowin Oskayak Ekiskinwahamacik
Examines the importance of a community-based education to enhance Indigenous resilience to the impact of colonization and residential schools.
The Changing Nature of the Relationship Between First Nations and Museums
Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12
A Comparison of Indigenous Sport for Development Policy Directives in Canada and Australia
Conversations with First Nations Educators: Weaving Identity into Pedagogical Practice
Creating Culturally Responsive Learning Situations for Alaska Native Adults Based on Their Values
Cross Cultural Collaboration and Community Art Practice: An Autobiographical Examination
Culture and Professional Education: The Experiences of Native American Social Workers
Culture-Based School Mathematics for Reconciliation and Professional Development
Related material: Interview with teacher participant.
Decolonizing Attribution: Traditions of Exclusion
Decolonizing the Engineering Curriculum
Deer Hunting: An Innovative Teaching Paradigm to Educate Indigenous Youth about Physical Literacy
Delivering Counsellor Training to First Nations: Emerging Issues
Displaced Culture: Re-Defining Tradition Within Two Pedagogical Paradigms
E.-A.: Freestyle Looming and Probability: Grade 12 Foundations of Math
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-B.1: Picario: A Traditional Indigenous Game to Develop Spatial Reasoning, and Analytical and Critical Thinking Skills: Grade 10 Mathematics Workplace and Apprenticeship
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E.B2: Water, First Nations Cultures, Statistics: Grade 9 Mathematics
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E.-C.1: The Language of Positive and Negative Numbers: Grade 6
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-C.2: Stick Games and Theoretical/Experimental Probability: Grade 6
Teacher-created lesson developed in conjunction with the McDowell foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-D.1: Multiplication and First Nations Drumming
Teacher-created lesson plan developed in conjunction with the Stirling McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development
E-D.2: Quadrilateral Patterning through Indigenous Beading: Grade 5
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
Elders as Teachers of Youth in American Indian Children’s Literature
Embedding Indigenous Ways of Knowing into My Practice: A Self-Study
Education Thesis (MEd) -- Vancouver Island University, 2019.
Embodying Indigenous Coast Salish Education: Travelling with Xé:ls the Sister, Mapping Katzie/q’iċəy’ Stories and Pedagogies
Language and Literacy Education Thesis (PhD) -- University of British Columbia, 2019.
Embodying Indigenous Education and Intelletual Systems as a Framwork for Teaching and Learning
In response to the negative experiences of Indigenous populations within the Canadian education system this paper discusses the role of elders and knowledge keepers to help create a more positive educational experience for Indigenous students.
Empowering the Spirit: Educational Resources to Support Reconciliation
Website developed to provide support for educators by increasing "awareness, understanding, application of First Nations, Métis and Inuit histories, perspectives and ways of knowing for the purpose of implementing treaty and residential schools education and Truth and Reconciliation Commission Calls to Action for education".
Este Mvskokvlke Em Vye Cvpofuce: The Mvskoke Cultural Community Garden
"The Event of Place": Teacher Candidates' Experiences of a Northern Practicum
Expanding the American Literary Canon: A Comparative Analysis of the Navajo Nightway and Walt Whitman's "Song of Myself"
English Thesis (M.A.)--The University of Texas at Arlington, 2000.
A Feasibility Evaluation of the Urban Native Youth Leaders Program
First Nation Family Culture: Implications for the Classroom
First Nation/Provincial Education Authority Partnerships
First Peoples' Knowings as Legitimate Discourse in Education: Coming Home to the Village
From JSTOR to Jiní: Incorporating Traditional Knowledge in Teaching Information Literacy at Tribal Colleges
Guidelines for Respecting Cultural Knowledge
Handbook for Culturally Responsive Science Curriculum
Discusses how to combine Indigenous ways of knowing and traditional teaching methods with Western methodologies to produce a two-eyed seeing approach to science education. Designed for the Alaska context but can be adapted to other regions.