Journal of Canadian Studies, vol. 52, no. 1, 2018, pp. 249-279
Description
Uses the example of a university course about the Indigenous and settler histories to illustrate how critical teaching methods can help students to take up the responsibility to work towards understanding treaty relations and ongoing practices of colonialism.
Presents evidence gathered from focus groups involving youth, parents, service providers and community leaders, as well as statistical information, program inventory, and social network analysis. Focuses on indicators related to education, employment, health and mental health, and sense of belonging.