Articles » Scholarly, peer reviewed
Author/Creator
Lisa Buxton
AlterNative, vol. 14, no. 2, June 2018, pp. 121-129
Description
Study looks at way to increase efficacy in incorporating Indigenous ways of seeing into classroom settings; teacher-participants evaluated professional learning from a day On Country. Feedback from educators recommends two day On Country, adequate in-school follow-up, and ongoing support through a blog.
Aboriginal Youth Experiences with Cyberbullying: A Qualitative Analysis of Aboriginal e-mentoring BC
Articles » Scholarly, peer reviewed
Author/Creator
Johanna Sam
Katherine Wisener
Nahannee Schuitemaker
Sandra A. Jarvis-Selinger
International Journal of Indigenous Health, vol. 13, no. 1, A Barrier-free Health System for Indigenous Communities, August 27, 2018, pp. 5-19
Description
Reports results of survey of 189 mentees ( aged 11-17) and 199 mentors who had participated in the program. Four themes emerged: perceptions and use of technology; awareness of online safety and netiquette; cyberbullying prevalence; and prevention and coping skills.
American Indian Boarding Schools: What Went Wrong? What Is Going Right?
Articles » Scholarly, peer reviewed
Author/Creator
Jon Reyhner
Journal of American Indian Education, vol. 57, no. 1, Spring, 2018, pp. 58-78
Description
Looks at the use of Indigenous led educational approaches to combat the effects of boarding and residential schools.
An Arts-Based Curriculum Encounter: What Does It Mean to Live on This Land?
Articles » Scholarly, peer reviewed
Author/Creator
Diane Conrad
Patricia Jagger
Victoria Bleeks
Sarah Auger
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 379-392
Description
The authors describe their experience in a graduate course on arts-based research methods. Their research touches on contexts of and relationships with/as land, Indigenous peoples, settlers, environmental crisis, and personal journey and the art they created in the process of the course.
Called to Action: Dialogue around Praxis for Reconciliation
Articles » Scholarly, peer reviewed
Author/Creator
Jennifer MacDonald
Jennifer Markides
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 213-232
Description
Two graduate student discuss their thoughts on enacting the the Truth and Reconciliation Commission's Calls to Action, reflect on their learning and share successes, insights, and tensions as they navigate various complexities of settler-Indigenous relations; they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities.
Child Rearing Practices of the San Communities in Botswana: Potential Lessons for Educators
Articles » Scholarly, peer reviewed
Author/Creator
Annah Anikie Molosiwa
Dipotso Galeforolwe
AlterNative, vol. 14, no. 2, June 2018, pp. 130-137
Description
Using narratives, focus group discussions and interviews this study gathers and analyzes qualitative data from 15 Basarwa (San) participants about how they transmit their cultural practices to their children. Results show the San want education that is inclusive of their cultural practices and language; they would like to see San teachers in the schools.
A Collaborative Sharing of Stories on a Journey toward Reconciliation: “Belonging to This Place and Time”
Articles » Scholarly, peer reviewed
Author/Creator
Kauʻi Keliipio
Kim Perry
Colleen Elderton
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 350-361
Description
Three non-Indigenous teacher-educators reflect on the ways their responses to the Truth and Reconciliation Commission’s Calls to Action and the corresponding provincial mandates have been positively and constructively influenced by their professional relationships with First Nations, Métis, and Inuit people.
Conceptualizing the Role of a Strategist for Outreach and Indigenous Engagement to Lead Recruitment and Retention of Indigenous Students
Articles » Scholarly, peer reviewed
Author/Creator
Lorna Butler
Lois Berry
Heather Exner-Pirot
Nursing Leadership, vol. 31, no. 1, Special Focus on Indigenous Nursing , 2018, pp. 8-17
Description
Looks at the development and implementation of programs at the University of Saskatchewan College of Nursing to encourage Indigenous student success.
Cree Elders’ Perspectives on Land-Based Education: A Case Study
Articles » Scholarly, peer reviewed
Author/Creator
John Hansen
Brock Education , vol. 28, no. 1, 2018, pp. 74-91
Description
Explores land-based education through interviews with six Swampy Cree Elders from Northern Manitoba. Five themes emerged: counseling from the Elders, traditional teachings, ceremonies, and a connection to the land.
A Culturally-Informed and Culturally-Safe Exploration of Self-Injury Desistance in Aboriginal Offenders: Perspectives of Staff and Offenders
Articles » Scholarly, peer reviewed
Author/Creator
Janelle Beaudette
Jenelle Power
Mary Ritchie
Canadian Journal of Native Studies, vol. 38, no. 2, 2018, pp. 1-23
Description
Study includes 13 Indigenous offenders and 14 corrections staff who participated in focus groups or personal interviews about non-suicidal self-injury (NSSI) and its treatment. Responses are analyzed using a culturally informed qualitative approach. Culturally-informed and culturally-based interventions appear fundamental in reducing NSSI.
Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces
Theses
Author/Creator
Annette Furo
Description
Education Thesis (Ph.D.)--University of Ottawa, 2018.
Developing a Culturally Focused Aboriginal Early Childhood Education Programs: A Handbook
E-Books
Author/Creator
Darrel McLeod
Doing Indigenous Methodologies: Toward a Practice of the “Careful Partial Participant”
Articles » General
Author/Creator
Camilla Brattland
Britt Kramvig and Helen Verran
ab-Original, vol. 2, no. 1, 2018, pp. 74-96
Description
Article describes the authors’ use of writing workshops as a way of teaching students about multiple ways of knowing; technique involves repositioning the author as a participant in the text focusing on ethical engagement with the material and ideas that make up the text.
Editorial: Challenges, Possibilities and Responsibilities: Sharing Stories and Critical Questions for Changing Classrooms and Academic Institutions
Articles » General
Author/Creator
Lynne Davis
Jan Hare
Chris Hiller
Lindsay Morcom
Lisa K. Taylor
Canadian Journal of Native Education, vol. 40, no. 1, 2018, pp. 1-12
Description
Looks at pedagogical approaches to promote positive changes for Indigenous student in post-secondary institutions.
Education, Francisation, and Shifting Colonial Priorities at the Ursuline Convent in Seventeenth-Century Québec
Articles » Scholarly, peer reviewed
Author/Creator
Mairi Cowan
Canadian Historical Review, vol. 99, no. 1, Spring, March 2018, pp. 1-29
Description
Looks at the nuns' additive and combinative approach to trying to "Frenchify" Indigenous girls, and how it fell out of favour when the government decided that Indigenous people would have to be completely assimilated.
Embedding Indigenous
Documents & Presentations
Author/Creator
Mahmet Mahmut
Description
Looks at universities in Canada, New Zealand, and the United States to see how Indigenous knowledge and perspectives are being integrated into psychology degrees.
English First Peoples: Grade 10-12 Resource Guide
Alternate Title
FNESC/FNSA English First Peoples 10, 11, and 12 Teacher Resource Guide
Documents & Presentations
Author/Creator
First Nations Education Steering Committee (FNESC)
First Nations Schools Association (FNSA)
Description
Includes advice for non-Indigenous teachers teaching the class, list of recommended texts, and instruction and assessment units. Course conforms to the British Columbia curriculum, but incorporates literature from across Canada and the United States.
Exploring Digital Literacy Learning with the Gwich’in Tribal Council
Articles » General
Author/Creator
Rob McMahon
Michael McNally
Crystal Gail Fraser
Hanne Pearce
Trish Fontaine
Northern Public Affairs, vol. 6, no. Special Issue 2, Connectivity in Northern and Indigenous Communities, October 2018, pp. 54-60
Description
Discusses infrastructure challenges surrounding internet connectivity in NWT, strategies for meeting these challenges, and how increased connectivity requires increased digital literacy. Stresses that increased competency with digital technologies allows for them to be used as methods of cultural preservation.
Finding a Place at Home: The TRC as a Means of (R)Evolution in Pre-Service (Science) Teacher Education
Articles » Scholarly, peer reviewed
Author/Creator
Dawn Wiseman
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 331-349
Description
Author explores what the Truth and Reconciliation Commission’s Calls to Action ask of teacher educators and specifically in the field of science education. Considers how Indigenous and Western ways of knowing might be brought together to highlight “the role that Land and the natural world might play in reconciliation via science teacher education.”
Following the Trails of Our Ancestors: Re-Grounding Tłįchǫ Knowledge on the Land
Alternate Title
Following the Trails of Our Ancestors: Re-Grounding Tlicho Knowledge on the Land
Articles » General
Author/Creator
John B. Zoe
Northern Public Affairs, vol. 6, no. Special Issue 1, The Pan-Territorial on-the-Land Summit, July 2018, pp. 18-23
Description
Author uses traditional stories of Yamozha to talk about the relationship that the Tłįchǫ (Tlicho) have historically had and are rebuilding with the land; draws on teachings of Elders to discuss the importance of language, sacred place names, and people “living in spirit with the environment, with the animals.”
Video of conference presentation: Trails of our Ancestors
Duration: 47:22
From the Credibility Gap to Capacity Building: An Inuit Critique of Canadian Arctic Research
Articles » General
Author/Creator
Pitseolak Pfeifer
Northern Public Affairs, vol. 6, no. 1, Redefining the Northern Research Landscape, July 2018, pp. 29-34
Description
Author looks at possibilities for research conducted by Inuit people for the benefit of Inuit communities; discusses factors including academic credibility (what counts as knowledge), harmonizing science with needs of Inuit, and the marginalization of Traditional Knowledge (TK) by the academy.
“Going Native”: Indigenizing Ethnographic Research
Articles » Scholarly, peer reviewed
Author/Creator
Aubrey Jean Hanson
Canadian Journal of Native Studies, vol. 38, no. 2, 2018, pp. 83-99
Description
Article pulls together several elements that when implemented together into ethnographic research create a process of Indigenization. These elements include: respecting distinct cultures and nations, rooting methods in culture, understanding the importance of story, language, place, and relationality, committing to an ethic of reciprocity.
In the Spirit of Our Ancestors
Articles » General
Author/Creator
Cheryl Crazy Bull
Cynthia Lindquist
Tribal College Journal of American Indian Higher Education , vol. 30, no. 2, The Spiritual Foundation of Tribal Colleges, Winter, October 29, 2018, p. [?]
Description
Article uses a combination of personal narrative and nonfiction formats to express the ways in which spirituality and identity have been integrated into modern tribal colleges.
Incorporating Indian Education: An Educational Tool for Including Native Voices in ClassroomsNative Voices in Classrooms
Theses
Author/Creator
Ramona Kitto Stately
Description
Education Thesis (M.Ed) -- Augsburg University, 2018.
Indigenization as Inclusion, Reconciliation, and Decolonization: Navigating the Different Visions for Indigenizing the Canadian Academy
Articles » Scholarly, peer reviewed
Author/Creator
Adam Gaudry
Danielle Lorenz
AlterNative, vol. 14, no. 3, September 2018, pp. 218-227
Description
Surveys 25 Indigenous academics and allies, discusses three different levels of indigenization at Canadian post-secondary institutions revealed in the results. Suggests two frameworks creating a more just Canadian academy: treaty-based decolonial indigenization and resurgence-based decolonial indigenization.
Indigenous Content Syllabus Materials: A Resource for Political Science Instructors in Canada
Documents & Presentations
Author/Creator
Canadian Political Science Association Reconciliation Committee
Description
Surveys key issues and debates, with a focus on topics for Introduction to Politics and Introduction to Canadian Politics classes, and makes recommendations for resources to be used in each.
Indigenous Education Structure, Initiatives and Promising Practices
Documents & Presentations
Author/Creator
Indigenous Education Committee
Canadian School Boards Association
Description
Presents results of a nation-wide survey of provincial school board associations, ministries of education, other organizations and key educational partners. Results are separated by province/territory.
Indigenous Education: Using the Science of Storywork to Teach With and Within Instead of About Indigenous Peoples
Articles » Scholarly, peer reviewed
Author/Creator
Sheryl MacMath
Wenona Hall
Journal of American Indian Education, vol. 57, no. 2, Summer, 2018, pp. 86-106
Description
Discusses the revision of the British Columbia curriculum to incorporate the First Peoples Principles of Learning (FBBL) towards the goal of reconciliation.
Indigenous Well-Being in Schools: Understanding, Promoting and Supporting Indigenous Learners: Final Report
Documents & Presentations
Author/Creator
[Ontario Native Education Counselling Association (NECA)]
Description
Reports on discussions which took place during a gathering of 99 participants which included Indigenous counsellors, teachers, student support workers and directors of education.
Companion Document: Indigenous Well-Being in Schools: Web-Based Resource Guide.
Indigenous Well-Being in Schools: Web-Based Resource Guide
Documents & Presentations
Author/Creator
Ontario Native Education Counselling Association (ONECA)
Description
Topics include: identity and worldview; culture and ceremonies; cultural competency; health and well-being; healing; services; and implementing the Truth and Reconciliation Commission's Calls to Action.
Companion to: Indigenous Well-being in Schools: Understanding, Promoting and Supporting Indigenous Learners: Final Report.
The Journey to Reclamation through Oral Tradition
Alternate Title
McDowell Foundation Research Project ; no. 272
Teaching and Learning Research Exchange
Documents & Presentations
Author/Creator
Diane Peekeekoot
Charlotte Campbell
McDowell Foundation Research Project
Description
Follows up on Ē-kiwēyitotamāhk Kitāyisinēwinānāw: Reclaiming Our Cree Language through Oral Tradition and examines the impact on grade 7-9 students when Elders are integrated into Cree classrooms.
Knowing Home: Braiding Indigenous Science with Western Science: Book Two
E-Books
Author/Creator
Nan Kendy
Cathleen Anne Tenning
Gloria Snively
David Ashurst
Richard Kool …
Mupenkin John Lyall ... [et al.]
Description
Related material: Book One.
The Knowledge Holders: Imparting Wisdom at Tribal Colleges and Universities
Articles » General
Author/Creator
Patty Talahongva
Studies in American Indian Literature, vol. 29, no. 4, Wisom of the Elders, Summer, April 24, 2018, p. [?]
Description
Article discusses the value of having Knowledge Keepers and Elders teaching at a post-secondary level, and the important role that cultural and language revitalization play in self-determination.
Learning in the Circle: Applying American Indian Ways to Improving Education in Contemporary Mainstream America
Articles » Scholarly, peer reviewed
Author/Creator
Stephen M. Sachs
Indigenous Policy Journal , vol. 29, no. 2, Fall, 2018, pp. 47-103
Description
Publication of paper presented at Western Social Science Association 2018 Meeting, American Indian Studies Section. Examines the philosophical frameworks of the mainstream education system in the United States and compares it to Indigenous understandings of education. Showcases examples of Indigenous principles of education at work in different school environments.
Learning to be Part of the Land: Experiences of a Canadian Indigenous Researcher Doing Research in a Yucatec Maya Community
Articles » Scholarly, peer reviewed
Author/Creator
Miguel Paul Sastaretsi Sioui
Canadian Journal of Native Studies , vol. 38, no. 2, 2018, pp. 125-144
Description
Author discusses their positionality as an Indigenous Canadian scholar and researcher in Yucatan, Mexico; reflects on how their Indigenous identity and culture helped to inform their approach to learning and led them to select Indigenous research methods.
Lessons Learned from Indigenizing a Media Program at an Ontario Community College
Articles » Scholarly, peer reviewed
Author/Creator
Anna Augusto Rodrigues
Phil Raby
College Quarterly, vol. 21, no. 3, 2018, p. [?]
Description
Discusses authors' experience with Indigenizing the curricula in the Broadcasting - Radio and Contemporary Media program offered at Durham College in Oshawa, Ontario.
Let's Get It Right: Creating a Culturally Appropriate Training Module and Identifying Local Urban Resources for Non-Aboriginal Caregivers of Aboriginal Children in New Brunswick: Final Report
Alternate Title
Appendix C: Discussion with On-Reserve Child Welfare Directors
Appendix D; Discussion with Off-Reserve Child Welfare Managers
Appendix E: Analysis of Discussion with Directors and Managers
Discussions with Child Welfare Agencies on Reserve Communities in New Brunswick: An Effort to Better Understand the Needs of Aboriginal Children in Care
Let's Get It Right: A Literature Review of Cultural Considerations, Tools and Programs for Aboriginal Children in Care
Towards a Better Understanding of the Needs of Aboriginal Children in Care: An Analysis of Discussions with Directors and Managers Working in Child Welfare Agencies Located On- and Off-Reserve
Documents & Presentations
Author/Creator
Marilyn Dupré
Patsy McKinney
Elizabeth Blaney
Anne Caverhill
Verlé Harrop
Description
Overview of project's three overarching goals: research and create culturally appropriate support materials; identify community-based supports and establish processes for accessing them; and determine community-driven, culturally appropriate advocacy for children and families.
Appendix A: Literature Review
Appendix B: Podcast
Medical School Requirements Lock Out Many Indigenous Students
Articles » Scholarly, peer reviewed
Author/Creator
Lauren Vogel
CMAJ: Canadian Medical Association Journal, vol. 190, no. 26, July 3, 2018, p. E809
Description
Author examines the barriers to First Nations, Métis, and Inuit students being admitted to medical schools. Recommends implementing active outreach and programming to close the educations gap.
Nomadic Nenets Women’s Sewing Skills: The Ethno-Pedagogical Process of Transferring Traditional Skills and Knowledge by Nenets Women through the Generations as Part of Their Nomadic Culture
Articles » Scholarly, peer reviewed
Author/Creator
Zoia Vylka Ravna
Arctic Anthropology, vol. 55, no. 2, 2018, pp. 97-116
Description
Article discusses the garments and goods created by Nenets women for their kin and communities and explores how the knowledge and skills used to create theses goods is passed from one generation to the next.
Overcoming Dualistic Pedagogy: Reframing Māori–Pākehā Histories for New Zealand Students
Alternate Title
Overcoming Dualistic Pedagogy: Reframing Maori–Pakeha Histories for New Zealand Students
Articles » Scholarly, peer reviewed
Author/Creator
Edgar A Burns
AlterNative, vol. 14, no. 3, September 2018, pp. 209-217
Description
Discusses prior practices of teaching history in the context of the Māori–Pākehā (Māori–White) or them—us dichotomies they create; and the challenges to that binary way of thinking. Explore new methods for teaching history that breakdown narratives of modernization, settler colonization, and racialized beliefs of superiority.
Preparing and Developing Leaders for Indigenous-Serving Schools via the Holistic Blessing of POLLEN's Leadership Tree
Articles » Scholarly, peer reviewed
Author/Creator
Sheri Williams
Shawn Secatero
Frank Perrone
Journal of American Indian Education, vol. 57, no. 3, Fall, 2018, pp. 27-50
Description
Looks at the POLLEN program, Promoting Our Leadership and Learning and Empowering Our Nations, and how it can promote post-secondary success.
Principal Leadership for Indigenous Student Success in Canada: Student, Parent, and Community Relationships
Articles » Scholarly, peer reviewed
Author/Creator
Jane Preston
Tim Claypool
William Rowbuck
Brenda Green
International Studies in Educational Administration, vol. 46, no. 3, 2018, pp. 3-23
Description
Analyzes of the internal and external educational relationships between educators and students can lead to Indigenous students success in Prince Edward Island, Saskatchewan and Nunavut.
Processus d’engagement des Premières Nations, Métis et Inuits dans la révision du curriculum Ontarien
Alternate Title
The Process of Engaging First Nations, Métis, and Inuit in the Revisions of Ontario's Curriculum
Articles » Scholarly, peer reviewed
Author/Creator
Joannie St-Pierre
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 372-378
Description
Aims to describe Ontario’s curriculum review process related to the Truth and Reconciliation Commission's Calls to Action. Summarizes an interview with an education officer from the Ontario Ministry of Education, and outlines actions taken to respond to the Calls to Action in which FNMI Peoples are engaged.
Text in French.
Pulling Together: A Guide for Indigenization of Post-Secondary Institutions: Curriculum Developers
Alternate Title
Professional Learning Series
[BCcampus Indigenization Project]
[Indigenization] Professional Learning Series
Documents & Presentations
Author/Creator
Asma-na-hi Antoine
Rachel Mason
Roberta Mason
Sophia Palahicky
Carmen Rodriguez de France
Description
Related material:
Foundations.
Guides for:
Leaders and Administrators.
Front-line Staff, Student Services, and Advisors.
Teachers and Instructors.
Pulling Together: A Guide for Indigenization of Post-Secondary Institutions: Front-Line Staff, Student Services, and Advisors
Alternate Title
Professional Learning Series
[BCcampus Indigenization Project]
[Indigenization] Professional Learning Series
Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors
Documents & Presentations
Author/Creator
Ian Cull
Robert L. A. Hancock
Stephanie McKeown
Michelle Pidgeon
Adrienne Vedan
Description
Related material: Foundations. Guides for: Leaders and Administrators.
Pulling Together: A Guide for Indigenization of Post-Secondary Institutions: Leaders and Administrators
Alternate Title
Professional Learning Series
[BCcampus Indigenization Project]
[Indigenization] Professional Learning Series
Documents & Presentations
Author/Creator
Sybil Harrison
Janice Simcoe
Dawn Smith
Jennifer Stein
Description
Related material:
Foundations.
Guides for:
Curriculum Developers.
Front-Line Staff, Student Services, and Advisors.
Teachers and Instructors.
Reciprocity and Nation Building in Native Women's Doctoral Education
Articles » Scholarly, peer reviewed
Author/Creator
Heather J. Shotton
American Indian Quarterly, vol. 42, no. 4, Fall, 2018, pp. 488-507
Description
Author examines the motivators for Indigenous students to engage in postgraduate studies; finds that for Indigenous students reciprocity plays a large role in in their decision, that these students feel that higher education is a means by which they can contribute to the betterment of their communities.
Reconciliation in Action: Creating a Learning Community for Indigenous Student Success: A Case Study Report on How One B.C. High School Is Mobilizing a Whole-Community Approach to Raise Indigenous Graduation Rates
Documents & Presentations
Author/Creator
André Rebeiz
Description
Outlines five key ingredients for culturally responsive Indigenous education (Aboriginal Education Enhancement Agreements, data collection, targeted funding, Aboriginal District Principals, and advocates and support workers) and profiles the Academy of Indigenous Studies at Mount Boucherie Secondary School.
Relational Encounters with Indigenous Literatures
Articles » Scholarly, peer reviewed
Author/Creator
Aubrey Jean Hanson
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 312-330
Description
Author uses perspectives from school teachers and Indigenous writers to argue that “Indigenous literary arts can foster relational understandings between readers and Indigenous communities.” Encourages educators to draw on Indigenous literatures for inspiration and motivation in this work.
The Relationships at Play in Integrating Indigenous Knowledges-Sciences (IK-S) in Science Curriculum: A Case Study of Saskatchewan K-12 Science Curriculum
Theses
Author/Creator
Eun-Ji Amy Kim
Description
Education Thesis (PhD) -- McGill University, 2018.