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Decolonizing Schools
Decolonizing Science Education and the Science Teacher: A White Teacher's Perspective
Defining Quality: New Insights for Training Practitioners
Deg Xinag Oral Traditions: Reconnecting Indigenous Language And Education Through Traditional Narratives
Indigenous Studies Thesis (PhD) -- University of Alaska, 2007.
Diabetes Education in Tribal Schools
Digital Storytelling and Implicated Scholarship in the Classroom
Discourses of Cultural Relevance in Nunavut Schooling
Discussion Paper: Redefining Success in Aboriginal Learning Workshop, February 8-9, 2007
Disrupting Molded Images: Identities, Responsibilities and Relationships— Teachers and Indigenous Subject Material
Educating Aboriginal Canadians
Education as a Healing Process
Education Focus Lacks Indigenous Perspective
Discusses the need to improve Aboriginal education programs that are spiritually oriented, community-based, and rooted in Aboriginal languages and cultures.
Entire issue on one pdf. To access article scroll to p.9.
Education for the Seventh Generation: A First Nations School Reform Model
Education Transformation: Issues for Implementing An Aboriginal Choice School in Prince George, B.C.
Educational Empowerment of Native American Students: A Tribally Controlled College Leads the Way
Educator Uses Holistic Method to Train Staff
The Effect of Centralization on the Social & Political Systems of the Mainland Nova Scotia Mi’kmaq: Case Studies – Millbrook 1916 & Indian Brook 1914
Architecture Thesis (MArch) -- Dalhousie University, 2010.
The Effects of the No Child Left Behind Act on Language and Culture Education in Navajo Public Schools
Elder/Senator Protocol for Schools
Eleven Years of Implementing Traditional Yup'ik Oral Stories in the Elementary Classroom
An Emerging Decolonizing Science Education in Canada
Engagement and the Northern School Setting: A Critical Ethnography Among the Tlicho First Nation of Behchoko, NWT
Engaging Native American Learners With Rigor and Cultural Relevance
English Language Acquisition and Navajo Achievement in Magdalena, New Mexico: Promising Outcomes in Heritage Language Education
Envisioning a Healing Song in the Public Education of Aboriginal Children in Ontario
Establishing an Internal Aboriginal Employee Network for Saskatchewan Boards of Education
Eurocentric Roadblocks to School Change in Nunavut
Evaluating Success: Mother Earth's Children's Charter School Longitudinal Study
Evaluation Study of Professional Learning on Teacher Awareness of Aboriginal Cultural Knowledge and its Impact on Teaching
The Evolution of Mi'kmaw Education: Charting the Challenges, the Failures and the Successes
Examining American Indians' Recall of Cultural Inclusion in School
Examining the Influence of an Aboriginal Principal on Transformative School Development: A Case Study
Examining the Valuing of Schooling as a Motivational Indicator of American Indian Students: Perspectives Based on a Model of Future Oriented Motivation and Self-Regulation
Experiences of Beginning Aboriginal Teachers in Band-Controlled Schools
An Explanation of Key Factors That Prevent First Nations Mothers Participating in Public Schools
Exploring Motion-Related Technology Through a First Nations' Game: A Lesson to Support Science 10
Lesson from the unit in the Science 10 Curriculum Guide entitled Physical Science: Motion in Our World (MW), which can be used as an introduction to the concept of motion. The lesson uses a First Nations’ game, snow snakes, to illustrate motion.
Facilitating Language and Literacy Learning for Students with Aboriginal English Dialects
Finding a Place for Race at the Policy Table:Broadening the Indigenous Education Discourse in Canada
Scholarly, peer reviewed paper argues the idea that emphasis on "culture" will improve educational outcomes with urban Aboriginal youth is not working and that the issue of race is more important in the urban context.
First Nations and Métis Education: An Advisory for School Boards: Module 11
First Nations Background and Position Paper on Systems
First Nations Education and Minnis' Rentier Mentality
First Nations Education Policy in Canada: Progress or Gridlock?
First Nations Holistic Lifelong Learning Model
First Nations, Métis and Inuit Conversations
First Nations, Métis and Inuit School-Community Learning Environment Project: Promising Practices
Focus on Literacy: Policy Landscape: Aboriginal Peoples
Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts
Argues that the fort is a significant mythic symbol that reinforces colonial divides that continue to affect Aboriginal-Canada relations.