Looks at inclusive educational programs that serve the needs of Aboriginal students and non-Aboriginal students. To access article scroll to p. 53.

Chapter six in book: Teaching Large Classes: Usable Practices From Around the World edited by Mary Cherian and Rosalind Y. Mau.

Examines a teaching strategy called "Talk Story", based on informal circle discussions, that aid in integrating individual contributions into a collective thought.

Seminal paper written in response to Jean Chrétien's White Paper on Indian Affairs.

Features interviews with Indigenous scholars about the policy document and a critique of the proposed Bill on First Nations Education.

Gives philosophical, economic and political arguments for separate schools.

Presents eleven position papers in an effort to examine the extent of the Indian Studies area. 1)A Vision: The Warrior-Scholar-Community Activist, The End Product of Indian Studies by Henrietta V.

List of activities and initiatives from across Canada at the time (1975) accompanied by a brief description.

Book review of: Indian Education in Canada. Volume 2: The Challenge. Nakoda Institute Occasional Paper No. 2 edited by Jean Barman, Yvonne Hebert, Don McCaskill

Education Thesis (M.A.)--University of Arizona, 1938.

Autobiographical account by a Tlingit man teaching in Alaska for over 40 years.

Looks at the ways Native-American teachers influenced the experiences of children in boarding schools by helping students value both white education and their Native-American heritage.

Topics covered: need for report, progress and proven practises, priorities, and recommendations.

Education Thesis (M.Ed.)--University of Saskatchewan, 1975. Author illustrates validity of oral history as a source for teaching about the Frog Lake incident in 1885.

Stresses the importance of understanding the unque culture, behaviour and make-up of a community to foster development, participation and acceptance of programs.

Author spotlights the programs at Bacone College between 1927-1955 which engaged Indigenous students and cultures, and how the unique environment allowed students to engage in cultural production that critically examined the intersection of Indigenous identity and colonial education.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

Describes some of the problems in Indigenous studies and argues that these programs are trying to perform several confusing and conflicting missions.

Argues that academic process can be used to restore traditional knowledge and that the Tribal Community College provides a forum for discussion of concerns.

Discusses the use of print media to promote educational reforms, substitution of community day schools for boarding schools, replacement of curriculum to promote Aboriginal culture, and the use of vocational programs to benefit Aboriginal communities.

Surveys 25 Indigenous academics and allies, discusses three different levels of indigenization at Canadian post-secondary institutions revealed in the results. Suggests two frameworks creating a more just Canadian academy: treaty-based decolonial indigenization and resurgence-based decolonial indigenization.

Canadian Studies and Native Studies Thesis (M.A.)--Trent University, 2005.

Overview of the challenges and strategies facing Aboriginal education for teaching literacy. Includes a holistic model of Aboriginal education.

Public Affairs and Administration and Social Science Thesis (Ph.D.)--University of Missouri-Kansas City, 2006.

Describes the training of individuals in the graduate counselor education program who are destined to work in Aboriginal communities. The article also discusses the process used for implementing curriculum changes in an undergraduate prerequisite counseling skills course.

Draft version of a paper to be presented at "Sharing the Land, Sharing a Future: Realizing the Promise, Facing the Challenge of Reconciliation" Forum, Nov. 2-4, 2016.

Discusses the development and testing of game for middle- and high-school youth which was developed as interactive way to engage students in the Lessons of Our Land curriculum. Game involves the journey of an Anishinaabe displaced by the allotment acts as they travel from Minnesota to California and the people they interact with along the way.

Looks at impact on teacher candidates of new elective course, Indigenizing Education: Education for/about Aboriginal Peoples.

Answers the questions: "Why Indigenize the academy? What does it mean to Indigenize the academy? How can the academy be Indigenized?

A discussion on the integration of Indigenous scholarship into Canadian academia. Looks at why it is needed and the steps required to share Indigenous knowledge. Duration: 1:18:01

One women describes her experiences as a student and faculty member at the University of Saskatchewan and the University or Regina.

Discusses the program, Community-based Aboriginal Curriculum Initiatives, which promotes story as means of indigenous content.

Panel asked to answer three questions regarding Cape Breton University: why is it important to indigenize? what are the top 3-5 priorities to indigenizing? and what are the barriers to indigenizing? Duration:1:00:17.

With a focus on using Indigenous art in the classroom discusses spiraling, aesthetics, individual and collective identities and parallel time.

Education Thesis (M.A.)--University of Ottawa, [1999].

Discusses educational transformation based on culture-specific paradigms.

Author, who is also a teacher at Northwest Indian College (NWIC), reflects on his own experience with unlearning the cultural bias of his European education, and with connecting with Indigenous students.

Discusses the injustices of colonialism and contemporary society and need to preserve tribal cultural identities.

Book review of: Indigenous Children's Education as Linguistic Genocide and a Crime Against Humanity?: A Global View by T. Skutnabb-Kangas and R. Dunbar.