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Theses
Author/Creator
Anita Olsen Harper
Description
Canadian Studies Thesis (M.A.)--Carleton University, 1999.
Aboriginal Ways of Seeing and Being: Informing Professional Learning for Australian Teachers
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.
Barriers to Accommodating Culture in Science Classrooms
Alternate Title
Symposium of the International Organization for Science and Technology ; 9th, 1999
Documents & Presentations
Author/Creator
Glen Aikenhead
Bente Huntley
Description
Advocates a culturally responsive curriculum which is only possible with culturally-based instructional resources and teacher involvement.
Paper originally presented to 9th Symposium of the International Organization for Science and Technology.
Beyond Cultural Differences and Similarities: Student Teachers Encounter Aboriginal Children's Literature
Articles » Scholarly, peer reviewed
Author/Creator
Lynda Ann Curwen Doige
Canadian Journal of Education, vol. 24, no. 4, Autumn, 1999, pp. 383-397
Description
Looks at the reaction of teacher education students to a course in Aboriginal Children's Literature. Discusses issues surrounding stereotyping and learning in a multicultural environment.
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.
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.
Counterpoint: An Analysis of Eurocentrism in Canadian Native Educational Academic Discourse
Theses
Author/Creator
Barbara Quinn
Description
Education Foundations Thesis (Ph.D.)--University of Alberta, 1999.
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.
Enhancing Student Cultural Tolerance Through the Discovery of Cultural Heritage
Theses
Author/Creator
Bhadresh Patel
Description
Education Thesis (M.A.)--University of Victoria, 1999.
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.”
From Enemy to Mascot: The Deculturation of Indian Mascots in Sports Culture
Articles » Scholarly, peer reviewed
Author/Creator
Cornel Pewewardy
Canadian Journal of Native Education, vol. 23, no. 2, 1999, pp. 176-189
Description
Challenges educators to display leadership to teach a critical perspective in regards to Indigenous sports teams mascots.
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.
'I Think That What's Happening in Aboriginal Education Is That We're Taking Control': Aboriginal Teachers' Stories of Self-Determination
Articles » Scholarly, peer reviewed
Author/Creator
Jeff Orr
David W. Friesen
Teachers and Teaching: Theory and Practice, vol. 5, no. 2, 1999, pp. 219-241
Description
Results of study conducted of First Nations graduates of the Northern Teacher Education Program (NORTEP) shows impact of Aboriginal identity on school practices and development in their communities.
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 Being
Alternate Title
Commentaries: Indigenous Being
Articles » Scholarly, peer reviewed
Author/Creator
Neal McLeod
Native Studies Review, vol. 12, no. 1, Aboriginal Women and Decolonization, 1999, p. 95–107
Description
Discusses the injustices of colonialism and contemporary society and need to preserve tribal cultural identities.
Indigenous Intellectual Sovereignties: A Hemispheric Convocation. An Overview and Reflections on a United States/Mexico Binational Two-Part Conference
Articles » Scholarly, peer reviewed
Author/Creator
Ines Hernandez-Avila
Stefano Varese
Wicazo Sa Review, vol. 14, no. 2, Autumn, 1999, pp. 77-91
Description
Looks at the historical conferences on the multi- and interdisciplinary field of Native American Studies held in the Spring and Summer of 1998 and organized by the University of California.
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.
Marginalization, Decolonization and Voice: Prospects for Aboriginal Education in Canada
Alternate Title
Discussion Paper: Pan-Canadian Education Research Agenda, Council of Ministers of Education, Canada
[PCERA Symposium ; 1999]
[Report on the Pan-Canadian Education Research Agenda Symposium]
E-Books » Chapters
Author/Creator
Terry Wotherspoon
Bernard Schissel
Description
Addresses the causes and implications of, and possible solutions to, the "education gap" between Aboriginal people and the general population in Canada. The paper highlights Joe Duquette High School and Princess Alexandria Community School, which are located in Saskatoon, Saskatchewan.
Excerpt from Report on the Pan-Canadian Education Research Agenda Symposium.
Northern Resident Helps Bridge the Gap Between Cultures
Articles » General
Author/Creator
Joan Black
Windspeaker, vol. 16, no. 12, April 1999, p. 16 s
Description
Brief profile of Mitiarjuk Attasie Nappaaluk, recipient of the National Aboriginal Achievement Foundation in the Heritage and Spirituality category. Mitiarjuk is a Nunavik storyteller and teacher of Inuit culture, history, language and traditional knowledge.
Entire issue on one pdf. To access article scroll to p.36.
Okiskinahamakewak: Aboriginal Teachers in Saskatchewan's Publicly Funded Schools: Responding to the Flux: Final Report, October 31, 1998
Documents & Presentations
Author/Creator
Verna St. Denis
Rita Bouvier
Marie Battiste
Description
Study found expectation was that racial identity alone would make for effective teachers who can solve problems and eradicate racism.
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.
Planning Between Cultural Paradigms: Traditional Knowledge and the Transition to Ecological Sustainability
Theses
Author/Creator
David Adam Lertzman
Description
Community and Regional Planning Thesis (Ph.D.)--University of British Columbia, 1999.
Preface : Journal of American Indian Education
Articles » Scholarly, peer reviewed
Journal of American Indian Education, vol. 38, no. 3, Special Issue 1, Spring, 1999, p. [?]
Description
Introduction to Special Issue dedicated to the wisdom and perspectives of recognized Native American and non-Native American elder leaders in the field of Native American education.
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.
"The Queen Wishes Her Red Children to Learn the Cunning of the White Man": The Myth of Educating Inuit Out of Primitive Childhood and Into Economic Adulthood
Theses
Author/Creator
Derek Rasmussen
Description
Education Thesis (M.A.)--Simon Fraser University, 1999.
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.
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.
Responding to the Calls to Action: Reflections on Teaching Mandatory Indigenous Education to Teacher Candidates in Ontario
Articles » Scholarly, peer reviewed
Author/Creator
Kaitlyn Watson
Natalie Currie-Patterson
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 362-371
Description
Authors describe their experience teaching a mandatory course in Indigenous education at Western University; articulate the challenges, mistakes, and successes they experienced in hopes of further decolonizing the practice of teacher education.
Rooted in the Spirit
Theses
Author/Creator
Lana Dale Tiller
Description
Education Thesis (M.Ed.)--York University, 1999.
Researches cultural patterns used in First Nations research; i.e., organizing patterns and principles emanating from worldviews.
Speaking Our Truth: A Journey of Reconciliation: Teachers' Resource Guide
Documents & Presentations
Author/Creator
Tasha Henry
Description
For use with the book by Monique Gray Smith. Includes summary, essential questions, key concepts, vocabulary and learning activities for each chapter of book. Recommended for ages 9-13.
Strategies for the Recruitment and Retention of Native American Students: Executive Summary
Alternate Title
Project D-9
E-Books
Author/Creator
Timothy C. Thomason
Hanna J. Thurber
Taking It Back, Passing It On: Reverence For The Ordinary in Bush Cree Teacher Education
Articles » Scholarly, peer reviewed
Author/Creator
Christina Mader
Canadian Journal of Native Studies, vol. 19, no. 1, 1999, pp. 91-118
Description
How the Cree women teachers cherished the ordinary things they did with and for each other and shared their knowledge for the benefit of others; includes several photographs.
Teaching History for Truth and Reconciliation: The Challenges and Opportunities of Narrativity, Temporality, and Identity
Articles » Scholarly, peer reviewed
Author/Creator
James Miles
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 294-311
Description
Contends history educators are especially implicated in the Truth and Reconciliation Commission’s Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. Identifies three challenges of teaching history for truth and reconciliation and suggests strategies for reframing these challenges as opportunities.
Transforming Graduate Studies through Decolonization: Sharing the Learning Journey of a Specialized Cohort
Articles » Scholarly, peer reviewed
Author/Creator
Laura-Lee Kearns
Joanne Tompkins
Lisa Lunney Borden
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 233-253
Description
Study traces the learning experiences of primarily non-Indigenous educators who created an Indigenous-focused Master of Education program to challenge the legacy of colonization in schools and who have worked to decolonize their practice through their participation in a graduate studies; asserts that decolonizing education means valuing Indigenous people, languages, and land, and building inter-cultural understanding.
Unlearning Colonial Identities While Engaging in Relationality: Settler Teachers’ Education-as-Reconciliation
Articles » Scholarly, peer reviewed
Author/Creator
Lisa Korteweg
Tesa Fiddler
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 254-275
Description
Longstanding teacher-education team who teach a specialized Honours BEd course, entitled Indigenizing Perspectives and Practices in Education, outline the obstacles and struggles in settler teacher education; discuss legacies of colonialism in education and systemic racism in curriculum.
Unsettling Settler Shame in Schooling: Re-Imagining Responsible Reconciliation in Canada
Articles » Scholarly, peer reviewed
Author/Creator
Ryan Koelwyn
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 276-293
Description
Discusses “shame” in different contexts and explores the experience of shame for individuals and groups. Describes how shame was used as a tool of colonization in Indian Residential Schools and how it might be a transformative influence in the process of reconciliation following the Truth and Reconciliation Commission.
Weaving Ways: Indigenous Ways of Knowing in Classrooms and Schools: An Introductory Guide
Alternate Title
Education for Reconciliation
Documents & Presentations
Author/Creator
Alberta Regional Professional Development Consortium
Education for Reconciliation Team
Description
Provides a series of inquiry questions and guiding information organized around four themes: cultures of belonging, instructional design, pedagogy, and sharing through stories.