The Cherokee Nation Immersion School as a Translanguaging Space
Looks at a Cherokee language immersion school in Tahlequah, Oklahoma.
Coyote Returns: Bridging the Gap from Ivory Tower to Indian Country (Part 6)
Culture-Based School Mathematics for Reconciliation and Professional Development
Related material: Interview with teacher participant.
E.-A.: Freestyle Looming and Probability: Grade 12 Foundations of Math
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-B.1: Picario: A Traditional Indigenous Game to Develop Spatial Reasoning, and Analytical and Critical Thinking Skills: Grade 10 Mathematics Workplace and Apprenticeship
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E.B2: Water, First Nations Cultures, Statistics: Grade 9 Mathematics
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E.-C.1: The Language of Positive and Negative Numbers: Grade 6
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-C.2: Stick Games and Theoretical/Experimental Probability: Grade 6
Teacher-created lesson developed in conjunction with the McDowell foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
E-D.1: Multiplication and First Nations Drumming
Teacher-created lesson plan developed in conjunction with the Stirling McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development
E-D.2: Quadrilateral Patterning through Indigenous Beading: Grade 5
Teacher-created lesson plan developed in conjunction with the McDowell Foundation project Culture-Based School Mathematics for Reconciliation and Professional Development.
Editorial Commentary: Education Reform
Educating for Activism: The Gadugi Program
Looks at the Gadugi Program, which offers two university level classes to Indigenous high school students through Appalachian State University.
Embedding Indigenous Ways of Knowing into My Practice: A Self-Study
Education Thesis (MEd) -- Vancouver Island University, 2019.
Embodying Indigenous Coast Salish Education: Travelling with Xé:ls the Sister, Mapping Katzie/q’iċəy’ Stories and Pedagogies
Language and Literacy Education Thesis (PhD) -- University of British Columbia, 2019.
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.
Indian Studies: The Orphan of Academia
Indian/Tribal Studies Programs in the Tribally Controlled Community Colleges
Indigenous Education: Walking on Both Sides of the River: Brief Presented to the Minister of Education, Recreation and Sports
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.
Native American Studies: A Personal Overview
Native Americans in Basal Reading Textbooks: Are There Enough?
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.
Promising Practices in Supporting Success for Indigenous Students
Stories from Parents: Raising Proud Inuk Children - "It Starts at Home"
Health Science Thesis (MSc) -- McMaster University, 2019.
“There Is a Difference”: Mi'kmaw Students' Perceptions and Experiences in a Public School and in a Band-Operated School
Compares culturally responsive teaching between Mi'kma'ki run schools and public schools for Indigenous students.
“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.
Use of Native Language and Culture (NLC) in Elementary and Middle School Instruction as a Predictor of Mathematics Achievement
Examines the correlation between Indigenous driven educational programs and a student's family context to asses the negative and positives effects of Native Language and Culture (NLC) within an educational setting.
[Visual Arts: Woodland Style Artwork]
Wah Pah Ta Cultural Week in Cumberland House
Historical note:
A video produced in 1986 for Northern Lights School Division No. 113 with funding from the Saskatchewan Educational Development Fund.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.