Decolonization

Discusses how the author uses storytelling as a method of decolonization and for preserving culture. Entire issue on one pdf. To access article, scroll to page 27.

Women's Studies Thesis (M.A.)--University of Lethbridge, 2012.

Sociology Thesis (Ph.D.)--York University, 2005.

Political Science Thesis (Ph.D.)--University of Toronto, 1989.

Law Thesis (M.LL.)--University of Victoria, 2009.

Speaker discusses the importance of teachers to the process of decolonization. From: Think Indigenous Education Conference (TIEC) 2015, March 18-20, University of Saskatchewan. Duration: 42:59.

Speaker talks about community gardens as a way to decolonize food systems and reconnect with the land. Duration: 17:25.

Speaker discusses lifelong learning and caring for Mother Earth. Duration: 38:05.

Article from a 1993 Conference proceedings, discusses how despite some changes, the non-Aboriginal justice system fails Aboriginal Peoples at every turn; justice she concludes is a human problem and the answers are in the women of communities. Excerpt from Continuing Poundmaker & Riel's Quest: Presentations Made at a Conference on Aboriginal Peoples and Justice compiled by Richard Gosse, James Youngblood Henderson, Roger Carter.

Podcast discusses ideas such as: what is nature versus culture' and 'what are gender, race and nation' as well as thoughts on decolonization. Duration: 18:00.

Biographical article on the evolution in Aboriginal administration through the eyes of an officer for the Western Australia Department of Native Affairs.

Discusses two core suggestions taken from the National Strategy on Inuit Education 2011 report, investing in mobilizing parents and developing leaders in Inuit education.

Examines themes of testimony, trauma, storytelling, and witnessing in Maracle’s novel; discusses the role that narrating and observing can play as a means of collaborating in the decolonization of settler systems and violence.

Book review of: Those Who Belong by Jill Doerfler.

Book review of: Those Who Belong by Jill Doerfler.

English Thesis (Ph.D.)--York University, 1989.

Author conducts a nuanced analysis of the imagery and stereotypes of Indigenous peoples in the contemporary American culture(s) and how those tropes contribute to a colonial narrative surrounding Indigenous cultures and spiritual practices and must be considered part of the context when teaching Indigenous studies courses and content.

Authors describe their process of decolonizing their research practice in British Columbia over an extended period of time. Highlights the need for researchers to develop collaborative partnerships with Indigenous communities.

Looks at the various struggles two Métis sisters have after being placed in separate foster homes. Entire issue on one pdf. To access article, scroll to page 15.

Author offers a settler-ally perspective on the Commemorative Walk, and on the historical events which it remembers. Discusses the history of colonization and of genocide through the lens of trauma, healing, and social justice.

Suggests that First Nation bands should be allowed to implement self-government at their own pace.

Critique of the Communities First: First Nations Governance, an initiative of the federal government.

Thesis (Ph.D.)--The University of Texas at Austin, 1997.

Argues that adopting the language of the dominant culture provides an opportunity for the writer to subvert the colonial relationship.

Sociology Thesis (M.A.)--University of Manitoba, 2014.

Examines how the schools practices were designed to disrupt child/community relationship by removing Anishinaabe language.

Article explores the community-based practice of creating place-based museums to house the artifacts recovered from archaeological sites in the Oaxaca region of Mexico, argues these institutions validate local knowledges and traditions and function as means to promote education and cultural understanding.

English Thesis (Ph.D.)--University of Hawaii, 2003.

Explores Indigenous science education from a cultural perspective.

Curriculum and Instruction Thesis (Ph.D.)--The University of Calgary, 1996.

Canadian Studies and Native Studies Thesis (M.A.)--Trent University, 2004.

Camp was initially set up in Awenda Provincial Park by a small group opposing the surrender of land in the resolution of the Coldwater Narrows Land Claim within the Specific Land Claims process. It occupies the land in order to reclaim traditional teachings, ceremonies and governance structures.

Article draws on royal commission reports and Supreme Court decisions to articulate and examine the perceptions, motivations and discourses surrounding reconciliation in Canada. Discusses the disparity between Indigenous and state understandings of the concept and the considers the political and constitutional implications of reconciliation based relationships with Indigenous communities and with Quebec.

Objectives: encourage dialogue, raise awareness regarding history and future of First Nations peoples in Canada, promote recognition of impacts of colonization, work towards respectful and meaningful relationships between Indigenous and non-Indigenous people, and promote the Commission's recommendations to advocate for systemic change.

Using the Sami people as an example, argues that political decolonization is important for realizing self-determination, reconnecting with culture, and becoming intellectually self-governing.

States that in order to participate in school science students are expected to discard Indigenous ways of learning.

Examines contemporary social work practice in relation to homeless Greelanders and suggests an Indigenous social work model as a culturally relevant alternative that roots interventions in cultural competency, recognition, and participatory action.

Social Work Thesis (MSW)--Laurentian University, 2018.

Editorial introduction journal issue on shared visions and concepts of decolonization.

Authors share stories and experiences integrating decolonizing frameworks into social work practices.

Author analyzes ways in which settler colonialism manifests and can be explored through actions, self-reflection and relationships; discusses the process of self-decolonization and its implications for relationship-building between Indigenous and non-Indigenous people.

Provides evaluation of how forestry-related research involving Aboriginal peoples has responded to shift in Aboriginal research in Canada. Chapter two from Voting, Governance, and Research Methodology edited by Jerry P. White, Julie Peters, Dan Beavon, and Peter Dinsdale, which is vol. 10 in the Aboriginal Policy Research series. Originally presented at the Aboriginal Policy Research Conference, 2009.

Women's Studies/Anthropology Interdisciplinary Thesis (M.A.)--University of Victoria, 2007.

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.

Looks at a theoretical and practical approach to non-indigenous decolonization from guilt about history to critical inquiry and social action.