Whiti Te Rā! Does the Haka Ka Mate Attribution Act 2014 Signify a Step into the Light For The Protection Of Māori Cultural Expressions?
Who Are Aboriginal Peoples? And Why Are We Asking This Question?
Who Are the Experts Here? Recognition of Aboriginal Women and Community Workers in Research and Beyond
Who Do You Think I Am?: A Story of Tom Longboat
Who Got What at Winisk?
Who Is a Status Indian?
“Who is there to support our women?”: Positive Aboriginal Women (PAW) Speak Out about Health and Social Care Experiences and Needs During Pregnancy, Birth and Motherhood
Who Knows What about Gorillas? Indigenous Knowledge, Global Justice, and Human-Gorilla Relations.
Who Let the Dogs Out? Communicating First Nations Perspectives on a Canine Veterinary Intervention Through Digital Storytelling
Who Lies Buried in Satanta’s Tomb? Co-memorating a Kiowa Warrior
Who Owns the World's Land?: A Global Baseline of Formally Recognized Indigenous and Community Land Rights
Who's Really to Blame?
Discusses the national residential school survivors organization set up by Alvin Tolley and Walter Rudnicki and the high incidence of paedophilia in this Ottawa school system.
Entire issue on one pdf. To access article scroll to p.7.
Who Steals Indigenous Knowledge?
Who Was “Big George”? An Exploration and Critique of Aboriginalist Discourse Within Historical Photographic and Written Texts
Media Culture and the Arts Thesis (PhD) -- Curtin University, 2015
Who was the “Fine Young Man”?: The Frog Lake “Massacre” Revisited
'The Whole Thing You're Doing is White Man's Ways': fareWel's Northern Tour
“Whose voices are not in the room?” Indigenous Women’s Participation in the Arctic Climate Crisis Research
Why Beggar Thy Indian Neighbor? The Case For Tribal Primacy in Taxation in Indian Country
Shows how tribal government rights are impeded by the Indian tax policy.
"Why Do You Want to Help Me? I've Never Even Been to Your Home ...": A Journey in Cross-Cultural Social Work with Aboriginal People
Why I Don't Like Museums: a Reply to the Commentary "Personal, Academic and Institutional Perspectives on Museums and First Nations" by Robert R. Janes
"Why Shouldn't We Live in Technicolor Like Everybody Else..." Evolving Traditions: Professional Northwest Coast First Nations Women Artists
Why the Caged Bird Sings: Radical Inclusivity, Sonic Survivance and the Collective Ownership of Freedom Songs
"Why[,] These Children Are Not Really Indians": Race, Time, and Indian Authenticity
A Wider Circle: Aboriginal Voices in Canadian Cities
The Wihkohtowin: Ritual Feasting among Cree and Métis Peoples in Northern Alberta
Wiiji Kakendaasodaa: Let's All Learn: Executive Summary
Wilderness Politics in Finnish Lapland: Core and Periphery Conflicts
Wildlife Management in Nunavik: Structures, Operations, and Perceptions Following the James Bay and Northern Quebec Agreement
William Apess
William Bleasdell Cameron and Horse Child
Historical note:
'Willing to Fight to a Man': The First World War and Aboriginal Activism in the Western District of Victoria
The Wind Waits For No One: Nı̨hts’ı Dene Ası̨́ Henáoréhɂı̨́le Ǫt’e: Spirituality in a Sahtúgot’ı̨nę Perspective
Windspeaker Special Section: Education
Discusses aspects of education and learning in different disciplines, programs and locations in Canada and Greenland, with an emphasis on cultural content.
Entire issue on one pdf. To access article scroll to p.13.
Winnebagos, Cherokees, Apaches, and Dakotas: The Persistence of Stereotyping American Indians in American Advertising Brands
Winnipeg Cavalry at Fort Qu'Appelle, North-West Rebellion, 1885
Winslow Orange Ware and the Ancestral Hopi Migration Horizon
[Winter in the Blood]
Winter Limnology in Floodplain Lakes of the Saskatchewan River Delta, SK
The Winter We Danced: Voices From The Past, The Future, And The Idle No More Movement
Wiring the Nation! Including First Nations? Aboriginal Canadians and Federal e-Government Initiatives
Wisconsin Act 31 Compliance: Reflecting on Two Decades of American Indian Content in the Classroom
Reflects on the twenty years since the implementation of the Wisconsin Act 31, requiring schools to teach about Indigenous culture and tribal sovereignty, which the State still struggles to implement.