Journal of Canadian Studies, vol. 52, no. 1, 2018, pp. 249-279
Description
Uses the example of a university course about the Indigenous and settler histories to illustrate how critical teaching methods can help students to take up the responsibility to work towards understanding treaty relations and ongoing practices of colonialism.
Études Inuit Studies, vol. 42, no. 1, Arctic Collections and Museology: Presentations, Disseminations, and Interpretations, 2018, pp. 37-59
Description
Article examines 13 different collaborative partnerships in which communities participated in collaborative curation with large museums. Discusses some of the controversial ethical and ownership issues that are related to mounting an exhibit, and to decolonizing museum practice.
In Education, vol. 24, no. 2, Autumn, 2018, pp. 3-23
Description
Study works from a position of trauma informed education principles to engage 16 Indigenous students, 10 instructors, and 9 administrators in semi-structured interviews; findings explore the participants’ perceptions of the relationship between Intergenerational Trauma (IGT) and educational experience. Considers potential strategies for improving outcomes by addressing the resulting issues of IGT.
Social Sciences and Humanities Research Council of Canada
Description
Report draws on the findings of 28 knowledge synthesis reports, and insights from exchanges between researchers and leaders from Indigenous communities and the public, private and non-profit sectors. Results are listed under six themes: Indigenous research; arts, language and culture; teaching and learning; community and social well-being; economic self-determination and business; self-governance, Indigenous law and resource rights.
Wicazo Sa Review, vol. 33, no. 1, Spring, 2018, pp. 38-69
Description
Article puts forward the Transformational Indigenous Praxis Model (TIPM) as a support to teachers and other educators in decolonizing and indigenizing their practices; author provides a step-by-step framework which challenges Eurocentric knowledge bases and current Western educational models.
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 276-293
Description
Discusses “shame” in different contexts and explores the experience of shame for individuals and groups. Describes how shame was used as a tool of colonization in Indian Residential Schools and how it might be a transformative influence in the process of reconciliation following the Truth and Reconciliation Commission.
Arctic Anthropology, vol. 34, no. 1, 1997, pp. 18-29
Description
Discusses the negative opinions about the use of scientific research conducted in Nunavut and how this research may be in conflict with the needs of the Inuit.
Discusses lessons that can be learned from collaborative inquiry and the advantages of involving the people of the communities that are affected when conducting studies involving Aboriginal groups.
Scoping review investigated academic, government and community knowledge about the role of institutional Research Ethics Boards in advising researchers working with Indigenous individuals and communities.
International Indigenous Policy Journal, vol. 9, no. 2, 2018, p. Article 3
Description
Using talking circles, study explored the experiences of people living in a highly-researched inner-city neighbourhood of the Downtown Eastside. Participants expressed distrust towards researchers, noted a lack of transparency in research and believed that research holds little benefit for their community. Authors advocate for increased support for Indigenous-led approaches which stress community concerns and meaningful community engagement.
Opinion piece in which the author discusses their concerns about “Welcome to Country Speeches” or “Land Acknowledgements.” Offers suggestions as to how the recently adopted practice of acknowledging Indigenous peoples and their territories can be approached as an exchange and an opportunity to educate event attendees.
PLoS One, vol. 13, no. 5, May 24, 2018, p. article e0196090
Description
Search of PubMed, CAB Direct and Web of Science for peer-reviewed articles published between 2000 and 2015 produced 201 results which were then analyzed in terms of community-engagement, whether results were utilized by Indigenous communities, governments, or organizations, and whether the study results were accessible (open-access).