Adult Education

Presents a planning model, based on using a Medicine Wheel symbol, that can be applied to any educational topic.

Provides links to Aboriginal literacy materials for educators, tutors, or practitioners.

Philosophy Thesis (Ph.D.)--University of Waikato, New Zealand, 2010.

This personal essay describes the author’s experience and learning which resulted from co-teaching about narrative medicine with a Dene colleague. Discusses issues of consent, colonialism and Indigenous world-views.

Program emphasizes teaching languages and cultures is fundamental, takes wholistic approach including parental involvement, teacher commitment, continuing training, and life-long learning.

Social Work Thesis (M.S.W.)--University of Manitoba, 1995.

Discusses ways to share new skills and knowledge to remote Indigenous health workers.

Adult Education Thesis (M.Ed.)--University of Alberta, 2009.

Discusses the process of developing an employee assistance program module which includes cultural features.

Discusses effective approaches and initiatives to strengthen innovation skills. Includes practical tools and techniques for development and support.

Brief explanation of development of content for First Nations and Inuit Health Home and Community Care. Objective was to improve health literacy about age-related dementia through culturally relevant information.

Describes the evolutionary process of the training program that took place located in Northern Territory, Australia.

Aboriginal mental health worker participant from Brome, Western Australia reflects on the five day course which includes two days spent in a bush environment.

Article discusses the Carnegie English literacy program, the figures involved, its assimilative goals, and the way that the project interacted with the socio-political climate of the time.

Social Work Thesis (MSW)--University of Calgary, 2019.

Study explores how technology is supporting the decolonization of education in remote First Nations.

Educational Administration Thesis (Ph.D.)--University of Saskatchewan, 2012.

Educational Foundations Thesis (M.Ed.)--University of Saskatchewan, 2004.

Discusses the inadequacies of the predominant model of literacy in the context of Aboriginal language groups of the Northwest Territories.

Five papers describe the Akira Language Project implemented at White Shield School in North Dakota, Nakoda Language Program at Fort Belknap College in Montana and the development of tools for computer language documentation at the American Indian Studies Research Institute. Excerpt from Revitalizing Indigenous Languages edited by John Reyhner, Gina Cantoni, Robert N. St. Clair, and Evangeline Parsons.

Author shares a mnemoic pictograph, symbolic of a dream, with the audience at an American Educational Research Association (AERA) annual meeting held in Chicago in May 2007.

Peace and Conflict Studies Thesis (Ph.D.)--Univeristy of Manitoba, 2013.

Announcement regarding Canadian government support for a new training and employment program for the post-secondary institution. To access article, scroll down to page 2.

Thesis (Ph.D.)--University of Alaska Fairbanks, 2011.

Focuses on a program developed for urban Aboriginal women, which the uses the principles of "remembering, reclamation and collective witness" in the process of decolonization.

Summarizes changes in the educational system since the new government took over six years ago. To access this article, scroll down to page 8.

Discusses recommendations to enhance present program which has become inadequate in meeting the needs of Nunavut post-secondary students.

Outlines criteria for a successful Native American program, lists some objectives and argues that changes should be initiated by educators and school administrators.

Anthropology Thesis (M.A.)--Florida State University, 2004.

Society, Culture, and Politics in Education Thesis (M.A.)--University of British Columbia, 2012.

Related material: Student Workbook

Related material: Facilitator Handbook

Economics Thesis (M.A.)--Dalhusie University, 2014.

Individual Interdisciplinary Studies Thesis (Ph.D.)--University of Manitoba, 2011.

Includes literature review focused on need for and benefits of training and assessment of existing programs, recommendations, and a profile of an innovative program.

Looks at barriers and challenges Aboriginal people face in finding jobs and firms creative approaches to promoting greater Aboriginal employment.

Looks at Potlotek High School, a community solution to bullying and low graduation rates at off-serve school.

Education Project towards (M.Ed.)--University of Lethbridge, 2010.

Cites specific examples: Mohawks of Akwesasne, Aboriginal Head Start program, First Nations Parents Club in British Columbia, Katavik School Board, Saskatchewan Education Equity Plan, Peguis Central School, and Saskatchewan Indian Federated College.

Analysis of a four year project to provide on-reserve Adult Basic Education (ABE) to Indigenous communities to fulfill the their needs for achieving academic equality.

Chronicles the history of the now closed Eskimo Language School which existed to teach English speaking government employees Inuktitut.

Critiques federal government's programs for the provision of housing, which authors argue failed to take into account Inuit culture, designed and built houses suited to needs in the South rather than the North, and set up housing authorities and community councils that were, in effect, run by Whites rather than by Inuit members.

Pilot project called Looking Out for Dementia involved production of a 16 minute DVD in English and three Indigenous languages (Warlpiri, Kriol, Djambarrpuyngu), an accompanying flip chart in plain English, and a poster publicizing the resource. Evaluation carried out through observation, focus groups and telephone interviews with participants and coordinators of aged services.

Educational Technology Thesis (M.A.)--Concordia University, 1988.

Goal of program was to promote community capacity to prevent and respond to mental health emergencies. The assessment looks at the process of implementation, impacts for individuals and communities, and degree of cultural safety for the course during the period 2013-2017. Methods included surveys, interviews with participants and facilitators, ten site visits and course field observations.

Education Thesis (M.Ed.)--University of Saskatchewan, 1985.