A Guide to Native American Studies Programs in the United States and Canada
Guide to the Independent Assessment Process Application
A Guide to the Indian Residential Schools Settlement
Hampton Institute 1868 to 1885: Its Work for Two Races
Harmony, Not War: Diné College Public Health Degree Focuses Upon Hóhzó
Harry Daniels, Gabriel Daniels, Leah Gardner, Terry Joudrey and the Congress of Aboriginal Peoples and Her Majesty the Queen, as Represented by the Minister of Indian Affairs and Northern Development and the Attorney General of Canada: Reasons For Judgment
He Manu Hou: The Transition of Māori Students into Māori Studies
The Head, the Heart, and the Hands: Hampton, Carlisle and Hilo in/as Circuits of Transpacific Empire, 1819-1887
Healing Historic Trauma: A Report From The Aboriginal Healing Foundation
Proposes new paradigm of healing which acknowledges successive trauma and relies on cultural resources and western therapies for resilience building.
Chapter five from Moving Forward, Making a Difference, vol. 2, which is also vol. 4 in the Aboriginal Policy Research series.
Editor's Note: The following chapter differs from others in this volume. Rather than being presentations given at the Aboriginal Policy Research Conference (2006).
Healing of the Canoe Curriculum Training Manual
Developed to address problems of youth suicide and substance abuse through a sense of cultural belonging and revitalization.
Healing Ourselves: Culture and Behavioral Health at Tribal Colleges and Universities
Healing the Generations: Post-Traumatic Stress and the Health Status of Aboriginal Populations in Canada
Healing the Wounded Inner Child of the Residential School Experience
Healing Through Culture For Incarcerated Aboriginal People
Healing through Traditional Language
Health And Quality Of Life Of Aboriginal Residential School Survivors, Bella Coola Valley, 2001
The Health and Well-being of American Indian and Alaska Native Children: Parental Report From the National Survey of Children's Health, 2007
Health Careers
Health Status Report of Aboriginal People in Ontario
Healthy Children, Healthy Families, Healthy Communities: The Road to Wellness: BC First Nations Regional Longitudinal Health Survey 2002/2003
Healthy Foods for Navajo Schools: Discoveries From the First Year of a Navajo Farm to School Program
Discusses program linking a farm with a Navajo community-based charter elementary school and looks at general issues which should be considered when forming such a partnership.
Healthy Futures: Defining Best Practices in the Recruitment and Retention of Indigenous Medical Students
Hi-Ho Mistahey!
Hidden in Plain Sight: Contributions of Aboriginal Peoples to Canadian Identity and Culture
Himwic`a: Our Legends: As Told by Our Hupačasath Elders
Retelling of seven traditional stories including: When the Eagle Went to Borrow Eyes from the Snail; The Shadow; Daughter of Sea Cucumber; The Thunderbird Has a Nest on Thunder Mountain; and When the Codfish Was Sad.
Written in English and Hupačasath.
Historical Highlights Leading to the Development of First Nations Education Law in Canada
History and Foundation of American Indian Education
A History of Marginalisation: Maori Women
HIV/AIDS Risk Factors as Portrayed in Mass Media Targeting First Nations, Métis, and Inuit Peoples of Canada
HIV Prevention, Early Intervention, and Health Promotion: A Self-Study Module for Health Care Personnel Serving Native Americans
Honouring Tradition: Reframing Native Art
"The Hopi Followers": Chief Tawaquaptewa and Hopi Student Advancement at Sherman Institute, 1906-1909.
How Are the Aspirations of British Columbia Institute of Technology First Nations Students Defined by Their Indigenous Perspective?
Human Rights Complaints
I Can Do Everything: Family Influence on American Indian Women's Educational Aspirations
I Can Make Art ... Like Andrew Qappik
I Can Make Art ... Like Andrew Qappik: [Study Guide]
Guide to accompany film, I Can Make Art ... Like Andrew Qappik. Target ages 9-12. Contains previewing and post viewing activities, follow up discussion and activity ideas.
“I knew how to be moderate. And I knew how to obey”: The Commonality of American Indian Boarding School Experiences, 1750s–1920s
"I Knew How to be Moderate. And I Knew How to Obey": The Commonality of American Indian Boarding School Experiences, 1750s-1920s
"I Won't Stay Indian, I'll Keep Studying": Race, Place, and Discrimination in a Costa Rican High School
IAIA Exhibit Features Emerging Indian Artist
Idle No More: A Protest for Aboriginal Rights
Teacher resource guide.