Williamson, Karla Jessen

Describes the challenges and tensions experienced by two newly appointed faculty members at the University of Saskatchewan while introducing teacher candidates to Indigenous knowledge and its incorporation into science education.

Discusses concerns which include intercultural communication, school climate, roles, curriculum development and implementation, recruiting, and placement practices.

Excerpt from AHDR: Arctic Human Development Report .

Discusses what gender roles look like through Inuit eyes and presents the three models of couplehood in the region: traditional, detached, and reversed.

Reports observations from an ongoing collaborative project on resilience in Inuit, Métis, Mi’kmaq, and Mohawk communities that suggests the value of incorporating indigenous constructs in resilience research.

Looks at successful teaching practices used by Fist Nations and non-Aboriginal teachers for reading and writing in a cross-cultural class.

Indian and Northern Education Thesis (M.Ed.)--University of Saskatchewan, 1992.

Contends that work needs to be done to decolonize written academic knowledge on Indigenous peoples. Includes poem.