Looks at the failure of the public school system to support the success of Aboriginal students due to funding, assessment, program design, training, curriculum and continuity of goals.
Urban Education, vol. 41, no. 1, January 2006, pp. 20-49
Description
Shows universal principles of learning are important to American Indian students and that supportive relationships with school personnel enhance conditions that lead to success.
American Indian Quarterly, vol. 27, no. 1/2, Winter/Spring, 2003, pp. 80-90
Description
Discusses the roots of Native American anger and suggests that rather than trying to avoid it, everyone involved should explore the causes and develop a true understanding of them.
Centre fills three purposes: offers programing for instruction to provide information about Native Americans, recruit and retain Native American students, and provide assistance to tribes for accessing higher education
The Forestry Chronicle, vol. 79, no. 4, July 2003, pp. 799-808
Description
Discusses the importance of educating forest practitioners and forest workers of Aboriginal ancestry via partnerships with forest industry, governments, academic institutions, and forestry resources associations.
Tribal College Journal of American Indian Higher Education, vol. 18, no. 2, Traditional Wisdom Our Strength, Winter, 2006
Description
Profiles Rafael Garcia, a language teacher, who confirms that the O'odham in Mexico and in the United States are the same people who share the same history and language.
Purpose was to increase teachers' knowledge in the area of Aboriginal curriculum, creating a positive learning environment and sense of belonging for students and increasing community involvement in education of students. Involved two schools in Kamsack, Saskatchewan: one run by the province and the other a First Nations School.
Archive of Pediatrics & Adolescent Medicine, vol. 160, no. 11, November 2006, pp. 1101-1107
Description
Results indicate paraprofessional delivery of 41 prenatal and infant care lessons in participants' homes significantly increased the mother's child care knowledge and involvement.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 264-266
Description
Author articulates many of the differences between Indigenous ways of learning and knowing and mainstream Western pedagogies and epistemologies; suggests considerations and strategies for integrating the different worldviews in postsecondary education settings.
American Behavioral Scientist, vol. 50, no. 4, Ingenious Peoples: Canadian and U.S. Perspectives, December 2006, pp. 562-575
Description
Discusses changes to geography course to include more Canadian content, cultural values, heritage, and contemporary challenges. The differences in cultural regions are compared.
Final SIDRU Report, SIDRU Educational Research Fund, General Research Fund (Envelope B)
Documents & Presentations
Author/Creator
Ali Sammel
Description
Research conducted to clarify the relationship between educator's generic understandings of teaching and learning, and their beliefs and actions in teaching science to First Nations students. Surveyed 91 university students from University of Regina, First Nations University of Canada, and the Saskatchewan Urban Native Teacher Education Program at the University of Saskatchewan.
Canadian Journal of Native Education, vol. 27, no. 2, 2003, pp. 195-207
Description
Study examines perceived roles in educating Inuit students. Data suggests teacher role definitions may have positive and negative effects on students through classroom and community interactions.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 132-154
Description
Author discusses the pressure put on Indigenous academics by their Euro-American colleagues to conform to the culture of the University in order to receive tenure, and the conflicts that this can create for Indigenous academics in their communities.
Aboriginal & Islander Health Worker Journal, vol. 30, no. 4, July/August 2006, pp. 12-15
Description
Brief excerpt from, In Our Own Right, Black Australian Nurses' Stories edited by Sally Oam and Kerrynne Liddle about the challenges of being Aboriginal and rising to a nurse educator.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 441-451
Description
Author describes a range of non-academic racism that they have been subject to—micro and macro aggressions enacted by campus security, administrators, and other staff—while employed as an instructor at a university.
American Indian Quarterly, vol. 27, no. 1/2, Winter-Spring, 2003, pp. 200-202
Description
Author explores some of the issues and politics that arise for them as a mixed-race Professor who teaches Native American Literature at the University of Minnesota, Morris (UMM).
Canadian Journal of Native Education, vol. 27, no. 1, Advancing Aboriginal Language and Literacy, 2003, pp. 61-73
Description
Describes the literacy program for the Moose Cree Education Authority in Moose Factory, Ontario which is designed to help learners attain the necessary skills to secure employment, encourage enrolment in further training or education, and achieve personal independence.
Journal of American Indian Education, vol. 45, no. 3, 2006, pp. 24-37
Description
Comments on two main issues: the influence of culture between children's homes and classrooms and an examination of instructional approaches that have been used with Native American children to promote literacy.
Comments on the danger of stereotypes and how difficult it is to discover and disclose them in everyday life. Suggests solutions to avoid stereotypes in teaching.
Bachelor's Thesis [English Language and Literature]--Masaryk University, 2006.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 228-232
Description
Author encourages Indigenous people looking at careers in academia to seek out mentorship from both Indigenous and non-Indigenous faculty members and stresses the roles that allies can play to support Indigenous people entering the academy.
Tribal College Journal of American Indian Higher Education, vol. 17, no. 4, Reforming Our Schools, Native Style, 2006
Description
Comments on the teaching and personal characteristics that constitute a good teacher including cultural knowledge, good listening skills, respect and patience.
Canadian Journal of Native Education, vol. 29, no. 1, 2006, pp. 102-116
Description
Discusses the history, curriculum (including the philosophy of healing/learning) and founding principles of the Institute and illustrates its effectiveness through case studies of students.
Nehiyawewin: Cree language and Culture Guide to Implementation: Grade 10 to Grade 12: Draft
Cree language and Culture Guide to Implementation: Grade 10 to Grade 12: Draft
Documents & Presentations
Author/Creator
Alberta Education
Description
Includes teaching aids and strategies for Cree language and culture, instruction plans, classroom evaluation and assessment, and teaching applications.