Cultural Appropriation vs. Appreciation
Designed as a brief introduction to the issues for educators.
The Cultural Erosion of Indigenous People in Health Care
Cultural Implications for Navajo Students' Learning Styles and Effective Teaching Methods
Cultural imPRINT: A History of Northwest Coast Native and First Nations Prints
Cultural Safety and Humility Case Study Report
Cultural Safety Training for Health Professionals Working with Indigenous Populations in Montreal, Quebec
Culturally Relevant Pedagogy in Nunavik
A Culturally Specific Approach: Developing A Métis Methodology for HIV Research
Culture and Wellness in the Workplace: Developing Your Own Culture and Wellness Plan
Culture as Catalyst: Preventing the Criminalization of Indigenous Youth
Culture-Based School Mathematics for Reconciliation and Professional Development
Related material: Interview with teacher participant.
Culture, Housing, Remoteness and Aboriginal and Torres Strait Islander Child Development: Evidence from the Longitudinal Study of Indigenous Children
The Culture is Prevention Project: Adapting the Cultural Connectedness Scale for Multi-Tribal Communities
A Curated Selection of Pauta Saila's Work
Curbing Cultural Appropriation in the Fashion Industry
The Curriculum of the Carlisle Indian Industrial School: An American Education
Custodians of the Past: Archaeology and Indigenous Best Practices in Canada
Custom Election Codes for First Nations: A Double-Edged Sword
Cybersafety for an Indigenous Youth Population
Dakota & Lakota Traditional Games Resource
Dakota games included: Kaƞsu kutepi (They shoot the plum seed); Tasiha uƞpi (Foot bone game); Hokṡina itazipe 9Young boy’s archery); Tahuka caƞhdeṡka (Hoop and arrow); Caƞkawacipina (Spinning tops and whip); and Takapsicapi (Lacrosse).
Lakota games included: Icaslohe econpi (Game of bowls); Inyan onyeyapi (A rock sling); Ipahotonpi (Popgun; Napsiyohli (Small Finger Ring); Tateka yumunpi (Wind Buzzer); and Tate kahwogyapi (Wind Chaser – They are chasing the wind).
Dam Bennett: The Impacts of the W.A.C. Bennett Dam and Williston Lake Reservoir on the Tsek'ehne of Northern British Columbia
Damaged and Needing Help: Violence and Abuse in Aboriginal Families in Yellowknife and Lutse K'e: Draft Final Report
Dance With Us As You Can ... : Art, Artist, and Witness(ing) in Canada's Truth nd Reconciliation Journey
Dancing Together: The Lakota Sun Dance and Ethical Intercultural Exchange
[Daniels in Context]
Daniels Through the Lens of the UN Declaration on the Rights of Indigenous Peoples
Daniels v Canada (Indian Affairs and Northern Development)
Daniels v. Canada: Origins, Intentions, Futures
Data as a Strategic Resource: Self-determination, Governance, and the Data Challenge for Indigenous Nations in the United States
[Davis Inlet: 'A Well-Intentioned Bumbling']
Davis Inlet: Moving From Misery
The Dawes Act, or Indian General Allotment Act of 1887: The Continuing Burden of Allotment. A Selective Annotated Bibliography
(De)Constructing The “Lazy Indian”: An Historical Analysis of Welfare Reform in Canada
Deaconess Winifred Hilliard and the Cultural Brokerage of the Ernabella Craft Room
Dealing with the “Community Conundrum”: Métis Responses to the Application of R v Powley in British Columbia—Litigation, Negotiation, and Practice
Dear Wynonah (First Daughter)
A Death Feast in Dimla-Hamid
Debating Cultural Appropriation
Lesson plan focuses on what cultural appropriation is, how it affects Indigenous peoples and whether it should be regulated by law.
Accompanying Material: Student Version.
Developed in conjunction with the documentary Rumble: The Indians Who Rocked the World.
Debating the Origins of Democracy: Overview of an Annotated Bibliography
Debt Finance For First Nations: Revised Edition
Decentering Durham
A Declaration of Indian Rights: The BC Indian Position Paper (excerpt)
Decolonization is a Global Project: From Palestine to the Americas
Decolonization through Collaborative Filmmaking: Sharing Stories from the Heart
Decolonizing Attribution: Traditions of Exclusion
Decolonizing Diabetes
Researchers use a decolonizing approach in this study; interviewed 22 people from a First Nations community in Northern Ontario to explore the lived experience and perceptions about developing the disease. Findings indicate a need for culturally appropriate care.