Wotherspoon, Terry

Book review of Clearing the Plains: Disease, Politics of Starvation, and the Loss of Aboriginal Life by James Daschuk.

Book review of First Nations Education Policy in Canada: Progress or Gridlock? by Jerry Paquette and Gérald Fallon.

Highlights several elements involved in the formal and informal learning experiences of Canada's aboriginal people.

Addresses the causes and implications of, and possible solutions to, the "education gap" between Aboriginal people and the general population in Canada. The paper highlights Joe Duquette High School and Princess Alexandria Community School, which are located in Saskatoon, Saskatchewan. Excerpt from Report on the Pan-Canadian Education Research Agenda Symposium.

Discusses how each area contributes to an individual's sense of belonging to a unique community. Developed for class delivered by the University of the Arctic.

Discusses the role of language, literature, media, art, family and education. Developed for class delivered by the University of the Arctic.

Looks at how peoples of Greenland and Northern Europe have used media, literary works, and education to express their Indigenous identities. Developed for class delivered by the University of the Arctic.

Overview of the importance of kinship relations, attitudes about child-rearing, education systems, and leisure activities in northern Canada and the United States. Developed for class delivered by the University of the Arctic.

Discusses past and emerging practices, giving examples of projects taking place throughout the circumpolar region. Developed for class delivered by the University of the Arctic.

Collection of papers from the Aboriginal Policy Research Conference addressing some issues and needs faced by communities in urban areas.

Overview of course which focuses on issues around revival of northern cultures and languages. Discusses concepts of identity, culture and self-determination. Developed for class delivered by the University of the Arctic.

Discusses the concept of new middle classes and its implications in regards to the social interactions, economic possibilities, and political alignments that are affecting Aboriginal people and their relations with both one another and within Canadian society. Chapter from Not Strangers in These Parts: Urban Aboriginal Peoples edited by David Newhouse and Evelyn Peters.

Paper attempts to comprehend why past educational visions articulated by indigenous people remain unmet.

Discusses the changing, contradictory character of teachers' work shaped by the reforms oriented to improve educational prospects for Aboriginal people in Manitoba and Saskatchewan.

Explores the changing occupational nature of teaching in relation to initiatives to improve education for Aboriginal people.

Outlines responses of various teachers in regards to the extensive work that remains to be accomplished in constructing inclusive and respectful school environments for Aboriginal learners.

Looks at Bill C-45 (omnibus budget bill of 2012), Indigenous identity, socio-legal differentiation, and Indigenous justice.

Examines discourses and practices associated with designating some children and youth as being "at-risk" of academic and social failure in and out of school.

Explores the renewed focus on social inclusion and exclusion in Canada's public education system by discussing the changes within the education system, the major dynamics to promote social inclusion, and the impact the process on children and youth with an emphasis on Aboriginal communities.

Book review of: The Legacy of School For Aboriginal People: Education, Oppression and Emancipation by Bernard Schissell and Terry Wotherspoon.

Book review of: The Legacy of School for Aboriginal People by Bernard Schissel and Terry Wotherspoon.

Authors examine the policy frameworks relating to education implemented by provincial and territorial governments in response the Truth and Reconciliation Commission's (TRC) calls to action; find that Indigenous knowledge systems remain subordinate to Western frameworks which undermines the goals of the process of reconciliation.