Displaying 1051 - 1100 of 2839

Holistic Teaching/Learning For Native American Students

Articles » Scholarly, peer reviewed
Author/Creator
Robert W. Rhodes
Journal of American Indian Education, vol. 27, no. 2, January 1988, pp. [21-29]
Discusses the current status of Aboriginal education and concludes that teachers should consider different teaching techniques to better accommodate different learning styles of students.
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Honouring Tradition: Reframing Native Art

Alternate Title
21st Century Learning – Links to Our Collection
Twenty-First Century Learning - Links to Our Collection
Documents & Presentations
Author/Creator
Glenbow Museum
Presents digitized images and lesson plans to enhance teaching and learning about First Nations art.
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The Hoop of Learning: A Holistic, Multisystemic Model For Facilitating Educational Resilience Among Indigenous Students

Articles » Scholarly, peer reviewed
Author/Creator
Margaret A. Waller
Scott K. Okamoto
Audrey A. Hankerson
Ted Hibbeler
Patricia Hibbleler ... [et al.]
Journal of Sociology and Social Welfare, vol. 29, no. 1, Symposium of Native American Wellness, March 2002, pp. 97-116
Looks at The Hoop of Learning Program which was developed as a bridge from middle school through to post-secondary education by addressing cultural discontinuities impacting Native students.
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Hot Lunch Program One of Many Services to Community

Articles » General
Author/Creator
Joan Black
Windspeaker, vol. 16, no. 12, April 1999, p. 13 s

Brief profile of Elder Theresa Stevenson, recipient of the National Aboriginal Achievement Award for Community Development. Theresa is recognized for her devotion to humanitarian causes such as advocating for Aboriginal role models in schools, hot lunch programs, and low income housing.

Entire issue on one pdf. To access article scroll to p.33.

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How Can This Be Cinderella if There is No Glass Slipper? Native American “Fairy Tales”

Articles » Scholarly, peer reviewed
Author/Creator
Michelle Pagni Stewart
Studies in American Indian Literatures, vol. 12, no. 1, Series 2; Children’s Literature, Spring, 2000, pp. [3]-19
Discusses issues such as accuracy in stories and illustrations which arise when evaluating children's picture books for use in the classroom. Uses three American Indian versions of the Cinderella story (The Rough-Face Girl, Sootface and The Turkey Girl) as examples.
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How Learning Styles of Native Students Are Different From Multicultural Students

Alternate Title
Ethnographic Comparison Conference on Urban Ethnography University of Pennsylvania, 1996
Documents & Presentations
Author/Creator
Jane Fraser
Paper presented at the Conference on Urban Ethnography, Philadelphia, PA, March 1996. Compares Aboriginal Canadian and multicultural adult students funder several categories: family, holism and humanism; culture and voice; school, technology and employment; politics, assimilation and acculturation; and voluntary, involuntary minorities and democracy.
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How Might Native Science Inform "Informal Science Learning"?

Articles » General
Author/Creator
Bryan McKinley Jones Brayboy
Angelina E. Castago
Cultural Studies of Science Education, vol. 3, no. 3, Indigenous Knowledge and Science Education, 2008, pp. 731-750
Outlines a number of definitions of Native science in order to determine the ways that are both similar and dissimilar to Western notions of science.
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How One Class Experienced Cultural Immersion in the Twin Cities

Articles » General
Author/Creator
Virginia Allery
Tribal College Journal of American Indian Higher Education, vol. 20, no. 3, Tribal Athletes Fight for Their Place, Spring, 2009
Highlights a trip taken by student teachers and faculty, from two community colleges in North Dakota, to gain a better understanding of how Native Americans and Somalians maintain their cultural identity in Minneapolis, Minnesota.
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How Our Stories are Told

Articles » Scholarly, peer reviewed
Author/Creator
Alexandria Wilson
Canadian Journal of Native Education, vol. 22, no. 2, 1998, pp. 274-278
Author relates her experience working part-time in the Museum of Man and Nature in Winnipeg and states that Indigenous stories must be told carefully.
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How Should Young Indigenous Children be Prepared for Learning? A Vision of Early Childhood Education for Indigenous Children

Articles » Scholarly, peer reviewed
Author/Creator
Mary Eunice Romero-Little
Journal of American Indian Education, vol. 49, no. 1/2, 2010, pp. 7-27
Concludes that "early childhood educators should encourage and support Indigenous parents', families', and communities' efforts to ensure that their children acquire their Indigenous languages and cultures by identifying, embracing and incorporating Indigenous perspectives on how children learn in early childhood programs and classrooms".
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Human Problems in an Indian Culture

Articles » Scholarly, peer reviewed
Author/Creator
Dorothy T. Dyer
The Family Coordinator, vol. 18, no. 4, October 1969, pp. 322-325
Course in family and human development, at Standing Rock Reservation (USA), looks at alcoholism, communications, sex education, aggression and violence, community assets and cultural values.
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Hunhu: In Search of an Indigenous Philosophy for the Zimbabwean Education System: Practice Without Thought is Blind: Thought Without Practice is Empty

Articles » Scholarly, peer reviewed
Author/Creator
Oswell Hapanyengwi-Chemhuru
Ngoni Makuvaza
Journal of Indigenous Social Development, vol. 3, no. 1, August 2014, pp. 1-15
Discusses how western colonial ideals, that form the basis of the current education system, must be replaced with Indigenous philosophical systems as a foundation.
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I Am My Subject: Blending Indigenous Research Methodology and Autoethnography through Integrity Based, Spirit-based Research

Articles » Scholarly, peer reviewed
Author/Creator
Onowa McIvor
Canadian Journal of Native Education, vol. 33, no. 1, Connecting to Spirit in Indigenous Research, 2010, pp. 137-155
Explores the writer's use of narrative inquiry, autoethnography, and Indigenous research paradigms to address her research on Indigenous spirituality and her journey with learning the Cree language.
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"I Liked It So Much I E-mailed Him and Told Him": Teaching The Lesser Blessed at the University of California.

Articles » Scholarly, peer reviewed
Author/Creator
Jane Haladay
Studies in American Indian Literatures, vol. 19, no. 1, Spring, 2007, pp. 66-90
Discussses teaching Indigenous literature in mainstream institutions can be improved by using an interactive process, through reading for multiple meanings, can foster a collaborative learning environment. Entire issue on one pdf. To access article, scroll to page 66.
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'I Think That What's Happening in Aboriginal Education Is That We're Taking Control': Aboriginal Teachers' Stories of Self-Determination

Articles » Scholarly, peer reviewed
Author/Creator
Jeff Orr
David W. Friesen
Teachers and Teaching: Theory and Practice, vol. 5, no. 2, 1999, pp. 219-241
Results of study conducted of First Nations graduates of the Northern Teacher Education Program (NORTEP) shows impact of Aboriginal identity on school practices and development in their communities.
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Identity and Knowledge in Indigenous Young Children's Experiences in Canada

Articles » Scholarly, peer reviewed
Author/Creator
Jessica Ball
Childhood Education, vol. 88, no. 5, September/October 2012, pp. 286-291
Comments on the need to "understand the ways in which Indigenous children are ready to learn, and to acknowledge the skills, interests, and knowledge they have developed in their families and communities during their early years."
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Identity, Community and Resilience: The Transmission of Values Project

Alternate Title
Putting a Human Face on Child Welfare: Voices from the Prairies
E-Books » Chapters
Author/Creator
Sharon McKay
Shelley Thomas Prokop

Discusses conversations held with agencies serving children, youth and families in four Saskatchewan First Nations communities. 

Chapter two from Putting a Human Face on Child Welfare: Voices from the Prairies edited by I. Brown, F. Chaze, D. Fuchs, J. Lafrance S. McKay and S. Thomas Prokop. 

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Igniting the Power Within: Level 1 Curriculum: Essential Skills and RPL Certification for Advisors/Counsellors

Documents & Presentations
Author/Creator
Workplace Education Manitoba (WEM)
Igniting the Power Within (ITPW)

Curriculum for two-day workshop designed for program developed to introduce and teach nine Essential Skills (ES) and Recognizing Prior Learning (RPL) in Aboriginal communities in Manitoba. Level 2 Curriculum Level 3 Curriculum Level 4 Curriculum

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Igniting the Power Within: Level 2 Curriculum: Building Portfolios Certification for Advisors/Counsellors

Documents & Presentations
Author/Creator
Workplace Education Manitoba (WEM)
Igniting the Power Within (ITPW)
Curriculum for two-day workshop designed for program developed to introduce and teach nine Essential Skills (ES) and Recognizing Prior Learning (RPL) in Aboriginal communities in Manitoba. Level 1 Curriculum Level 3 Curriculum Level 4 Curriculum
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Igniting the Power Within: Level 3 Curriculum: Essential Skills and Portfolios for Your Community

Documents & Presentations
Author/Creator
Workplace Education Manitoba (WEM)
Igniting the Power Within (ITPW)
Curriculum for two-day workshop designed for program developed to introduce and teach nine Essential Skills (ES) and Recognizing Prior Learning (RPL) in Aboriginal communities in Manitoba. Level 1 Curriculum Level 2 Curriculum Level 4 Curriculum
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Ignoring It Won't Make It Go Away

Articles » Scholarly, peer reviewed
Author/Creator
Jerry D. Blanche
Journal of American Indian Education, vol. 12, no. 1, October 1972, pp. [1-4]
Discussion of textbook bias and being poorly represented in the history books.
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