"We Do Not Talk About Our History Here": The Department of Indian Affairs, Musqueam-Settler Relations, and Memory in a Vancouver Neighbourhood
We Flail in Life Until We Understand Basic Truths
Author reflects on not knowing the Ojibway truth of things until later in life due to being brought up in a foster home.
Entire issue on one pdf. To access article scroll to p.12.
"We get our education from the land": Student Perspectives of Indigenous Food Sovereignty
Health Thesis (MA) -- Dalhousie University, 2019
"We Let Them Be Our Extended Family": Disentangling Stó:lō Families From the Colonial Past
We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Eary Art Educator
"We Put Down Our Weapons and Picked Up a Microphone”
'We’re a Dreaming Country': Guidelines for Interpretation of Aboriginal Heritage (2012)
'We've Also Become Quite Good Friends': Environmentalists, Social Networks and Social Comparison in British Columbia, Canada
We Were Children
"We Were Recruited From The Warriors of Many Famous Nations," Cultural Preservation: U.S. Army Western Apache Scouts, 1871-1947
"We Were Those Who Walked Out of Bullets and Hunger": Representation of Trauma and Healing in "Solar Storms"
"We were told we were going to live in houses": Relocation and Housing of the Mushuau Innu of Natuashish from 1948 to 2003
We Will Be Known Forever by the Tracks We Leave: Rising Up to Meet The Reproductive Health Needs of American Indian/Alaska Native Youth
Wealth Transmission and Inequality Among Hunter-Gatherers
Weaving for the Environment and Future Generations, Bazaar Artist: Porfirio Gutierrez
Weaving Partnerships: A Framework for Aboriginal Home Care in Nova Scotia: 2010-2011 Resource Guide
Weaving the Net
Weaving Yarns: The Lived Experience of Indigenous Australians with Adult-onset Disability in Brisbane
Web of Stories: Conversations with Cherie Dimaline
[Webisode 8: Tony Nobis]
Weighing Expectations: A Postcolonial Feminist Critique of Exercise Recommendations During Pregnancy
Weight among Children Born 2005-2011 in Nuuk at the Time of School Entry
Welcome News as Mike Holmes Weighs in to Housing Issue
Describes the partnering of celebrity contractor Mike Holmes with First Nations communities to build new schools and homes using green technology.
Entire issue on one pdf. To access article scroll to p.11.
Well-Being and Ethnic Identity Promotion for Aboriginal Youth: A Community Based Mixed Methods Study of Tribal Journeys
Well-Being and Resiliency:The miyo Resource kâ-nâkatohkêhk
miyo-ohpikinawâwasowin: Incorporating an Indigenous Worldview into Prevention and Early Intervention Programming and Evaluation
Wendat Women's Arts: Values of Individuality and Community
The West and Beyond: New Perspectives on an Imagined Region
Westward Bound: Sex, Violence, the Law, and the Making of a Settler Society
"What a Women Can Do With an Auto": American Women in the Early Automotive Era
What Are You In the Dark?: The Transformative Powers of Manitouminasuc Upon the Identities of Anishinabegi in the Ontario Child Welfare System
What Does Ainu Cultural Revitalisation Mean to Ainu and Wajin Youth in the 21st Century? Case Study of Urespa as a Place to Learn Ainu Culture in the City of Sapporo, Japan
What Douglas Students Know About Indigenous Realities in Canada
Survey of 479 first-term students conducted in the fall 2018 consisted of both multiple-choice and open-ended questions concerning current events, history, culture, geography and governance.
What is a Real Indian?: The Interminable Debate of Cultural Authenticity
What is the Degree of Mātauranga Māori Expressed Through Measures Of Ethnicity?
What Is to Be Drummed?: Dialectic, Ceremony, and the Grounds of Commonality in Canada
What it Means to be an Indian
What Olive Did for Me: An Interview With Anita Olsen Harper
What Other Canadian Kids Have: The Fight for a New School in Attawapiskat
What Queen's Students Know about Indigenous Realities in Canada
Survey of 844 exiting-year students from across 5 faculties and 20 disciplines was conducted from December 2017 to April 2018 consisted of both multiple-choice and open-ended questions.