American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 325-332
Description
Article explores the motivations for and the root causes of both Indigenous apathy and activism within mainstream postsecondary institutions; assesses the cost to individuals for both.
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.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 459-478
Description
Author details several methods for teaching Indigenous Studies in a way that engages both Indigenous and non-Indigenous students which he has developed through 16 years of experience teaching “Native history, culture, and current events.
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.
American Indian Quarterly, vol. 27, no. 3, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 196-199
Description
Author details their experience of systemic and personal racism as graduate student and lecturer in the Anthropology department of a University in the United States.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 91-102
Description
Author discusses different factors that have led to and possible solutions to the education gap that exists between Indigenous and non-Indigenous peoples in the United States.
Journal of Canadian Studies, vol. 34, Fall, 1999, pp. 59-86
Description
Argues that there is a direct relationship between classroom study of First Nation literature and the transformation of mainstream culture and images of Aboriginal cultures.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 103-112
Description
Author describes the hiring process and their first year as a Professor in the English department of University of Alaska Anchorage; offers discussion of Equity, Diversity, and Inclusion (EDI) hiring practices and of the process of learning “how universities work.”
American Indian Quarterly, vol. 27, no. 1/2, Winter/Spring, 2003, pp. 80-90
Description
Discusses the roots of Native American anger and suggests that rather than trying to avoid it, everyone involved should explore the causes and develop a true understanding of them.
Centre fills three purposes: offers programing for instruction to provide information about Native Americans, recruit and retain Native American students, and provide assistance to tribes for accessing higher education
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.
Study involved principal, teachers, counselors, and program coordinators. Found most challenges were task-related. Provides recommendations for further research.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 264-266
Description
Author articulates many of the differences between Indigenous ways of learning and knowing and mainstream Western pedagogies and epistemologies; suggests considerations and strategies for integrating the different worldviews in postsecondary education settings.
Canadian Journal of Native Education, vol. 27, no. 2, 2003, pp. 195-207
Description
Study examines perceived roles in educating Inuit students. Data suggests teacher role definitions may have positive and negative effects on students through classroom and community interactions.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 441-451
Description
Author describes a range of non-academic racism that they have been subject to—micro and macro aggressions enacted by campus security, administrators, and other staff—while employed as an instructor at a university.
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.
American Indian Quarterly, vol. 27, no. 1/2, Winter-Spring, 2003, pp. 200-202
Description
Author explores some of the issues and politics that arise for them as a mixed-race Professor who teaches Native American Literature at the University of Minnesota, Morris (UMM).
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 228-232
Description
Author encourages Indigenous people looking at careers in academia to seek out mentorship from both Indigenous and non-Indigenous faculty members and stresses the roles that allies can play to support Indigenous people entering the academy.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 452-455
Description
Author discusses their work at a university in Ohio; details progress they have made since they were a graduate student and in their current role as an instructor and describes ongoing anti-Indigenous racism.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 52-61
Description
Author describes their experience as a member of the Natives Studies faculty at an American University; articulates different conflicts and institutional practices that led to their leaving the faculty.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 456-458
Description
Article describes the author’s perception of the tenure process, and the systemic racism embedded in it, and their advocacy for an Indigenous colleague from their position as non-Indigenous faculty member.
Canadian Journal of Native Education, vol. 27, no. 2, 2003, pp. 179-194
Description
Examines classroom teaching and learning strategies to uncover what might make science and mathematics more attractive to Indigenous and minority students.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 420-428
Description
Author examines the criticism faced by university faculty in the United States who choose to vocalize any criticisms of the war on terrorism initiated by the Bush administration following the bombing of the World Trade Center on September 11, 2001.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 252-263
Description
Article uses a personal narrative essay to explore the systemic racism experienced by the author as a graduate student and an instructor at an Ivy League University in the United States.
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.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 264-266
Description
Author describe the experience of teaching introductory Native American Studies courses and the complacency and ignorance demonstrated by many of the non-Indigenous students towards the subject.
Alberta Journal of Educational Research, vol. 49, no. 1, Spring, 2003, p. [?]
Description
Draws on the authors' experience in teaching a cross-cultural course to a predominantly non-Aboriginal class to identify attitudes that cause resistance to admitting racism is a problem.