“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.
Compares culturally responsive teaching between Mi'kma'ki run schools and public schools for Indigenous students.
Using the experiences of Indigenous university students to discuss the importance of using Indigenous ways of knowing within contemporary school pedagogy.
Designed to give teens and young adults with disabilities an improved quality of life, connection to culture and increased work related skills.
Looks at the professional development of non-Indigenous teachers at a Indigenous run Arizona junior high school.
Using teacher's experiences at tribal schools to identity their professional needs.
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.
Examines the use of the German created Walfdorf education, that takes a holistic approach, to engage Indigenous students.
Kinesiology Thesis (PhD) -- Queen's University, 2020.
For use with the virtual exhibition Why Treaties Matter.
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.