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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
Backing Into the Future: Motatau Bilingual School
A Case Study of the Social-Political Factors That Have Affected a Selected Tribal College
Creating Culturally Responsive Learning Situations for Alaska Native Adults Based on Their Values
Culture and Professional Education: The Experiences of Native American Social Workers
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.
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.
From JSTOR to Jiní: Incorporating Traditional Knowledge in Teaching Information Literacy at Tribal Colleges
Indigenous Children's Survivance in Public School
Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice
Indigenous Evaluation Frameworks: Can the Convention for the Safeguarding of the Intangible Cultural Heritage be a guide for recognizing Indigenous scholarship within tenure and promotion standards?
Interpretive Study of Inupiat Eskimos' Attitudes Toward School and Their Function in Their Children's Education
An Interrogation of Research on Caribbean Social Issues: Establishing the Need for an Indigenous Caribbean Research Approach
Anabel Fernandez-Santana
Introduction: Through Our Eyes And In Our Own Words
An Investigation of Creativity Among the Kootenai Indian Nation of the Pacific Northwest
Knowing the Past, Facing the Future: Indigenous Education in Canada
Learning from Native Adult Education
MAI Te Kupenga: Supporting Māori and Indigenous Doctoral Scholars within Higher Education
Sarah Jane Tiakiwai
Maine Indigenous Education Left Behind: A Call for Anti-Racist Conviction as Political Will Toward Decolonization
Discusses the Wabananki Studies Law, calling for the teaching of the Indigenous people and communities in Maine.
Mihumisang: Formosan Tribal Voices
Modified School Years: An Important Issue of Local Control of Education
Native People and the Challenge of Computers: Reservation Schools, Individualism, and Consumerism
Navajo Transition to Higher Education: Knowledge Systems, Cultural Values and Educational Policies
Postsecondary Education Programs for Aboriginal Peoples: Achievements and Issues
The Promises, Purposes, and Possibilities of Montana's Indian Education for All
A reflection on the Indian Education for All (IEFA) Act, encouraging Montana educators to teach Indigenous perspectives and experiences.
Reconciling Epistemological Orientations: Toward a Wholistic Nishaabe (Ojibwe/Odawa/Potowatomi) Education
Reflections on Métissage as an Indigenous Research Praxis
Authors discuss the possibilities and limitations inherent in their use of Métissage—assemblage through mixing, blending—as a research method in their PhD studies.
Representations of Indigenous Knowledges in Secondary School Science Textbooks in Australia and Canada
The Scientific Method, Nintendo, and Eagle Feathers: Rethinking the Meaning of "Culture-Based" Curriculum at an Ojibwe Tribal School
The Sharing of Indigenous Knowledge through Academic Means by Implementing Self-reflection and Story
“There Needs to Be Full Recognition of Who We Are Beyond Symbolic Gestures”: Indigenous People's Stories About Their Education and Experiences
Using the experiences of Indigenous university students to discuss the importance of using Indigenous ways of knowing within contemporary school pedagogy.
The Turtle Lodge: Sustainable Self-Determination in Practice
Village Education: An Asset or Disadvantage?
When Worlds Collide: Native American Students Navigating Dominant Culture Classrooms
When Worlds Collide: Native American Students Navigating Dominant Culture Classrooms
Wisconsin Act 31 Compliance: Reflecting on Two Decades of American Indian Content in the Classroom
Reflects on the twenty years since the implementation of the Wisconsin Act 31, requiring schools to teach about Indigenous culture and tribal sovereignty, which the State still struggles to implement.