Looks at how to provide culturally appropriate care by looking at the content of the curriculum for Nutrition and Dietetics university degrees.

Surveys key issues and debates, with a focus on topics for Introduction to Politics and Introduction to Canadian Politics classes, and makes recommendations for resources to be used in each.

Presents Simon Ortiz's keynote address on Indigenous cultural knowledge and the preservation and continuance of Native American culture.

Highlights a Canadian education model that argues that indigenous education is education for and by indigenous people.

Booklet provides the curriculum framework for the modules developed which focus on both the care and education for the African child.

Website links to resources for the classroom compiled by Indigenous educators. Includes list of organizations to contact for further information.

Editorial to introduce themed issue on the relationship between health and education gives an overview of the articles contained in it.

Discusses the ethical, cultural & political dilemmas that non-Hawaiian students present to open Indigenous education programs.

Author articulates many of the differences between Indigenous ways of learning and knowing and mainstream Western pedagogies and epistemologies; suggests considerations and strategies for integrating the different worldviews in postsecondary education settings.

Cross-Cultural Studies Thesis (M.A.)--University of Fairbanks, 2010.

Presents results of a nation-wide survey of provincial school board associations, ministries of education, other organizations and key educational partners. Results are separated by province/territory.

Outlines necessary components of successful Indigenous environmental education programs within Indigenous knowledge systems at the post-secondary level.

Looks how at the application of Indigenous methodology and can aid in the decolonization process.

Article uses the 2003 Convention as a baseline to develop a framework for tenure and promotion policy and for the appropriate evaluation of Indigenous scholarship, argues that Indigenous scholarship is embedded in intangible culture.

[Education] Thesis (D.Ed.)--University of Auckland, 2007.

Article outlines possibilities for the inclusion of Indigenous Games and Sports (IGaS) across Australian schools; authors provide details on IGaS and suggest appropriate pedagogy for teaching purposes. Authors argue that inclusion of IGaS can promote inclusive classrooms and social justice within the school setting.

Social Welfare Thesis (Ph.D.)--Stony Brook University, 2011.

Looks at the historical conferences on the multi- and interdisciplinary field of Native American Studies held in the Spring and Summer of 1998 and organized by the University of California.

Book review of: Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance edited by Malia Villegas, Sabina Rak Neugebauer, and Kerry R. Venegas

Book review of: Indigenous Knowledge and Education edited by Sabina Rak Neugebauer, Kerry R. Venegas and Malia Villegas.

Video of panel discussion which took place at the 2011 Congress of the Humanities and Social Sciences. Duration: 01:38:57.

Discusses how a Kimche teacher brings Kimün into the classroom, creating a space for dialogues and critical awareness among his students.

Identifies and evaluates significant works, critiques current curricula and makes recommendations.

Provides an understanding of the way three diverse cultural groups (Indigenous, Japanese, and Euro-American) understand nature.

Looks at how a community-based model of education can provide an avenue for integrating Indigenous knowledge and ways of knowing into a Western-based educational system.

Compares Eurocentric and Indigenous ways of knowing and how both can be included in contemporary education systems. Entire issue on one pdf. To read article scroll to p. 1.

Landscape Architecture Thesis (M.A.)--University of Manitoba, 1999.

Discusses how educators can engage Indigenous knowledge with modern instruction to facilitate the spiritual aspects of learning.

Reviews books and research papers concerned with Indigenous science knowledge and its integration into school curricula, and describes current efforts to bridge Western and Native science.

The author uses her own personal experiences to argues for an inclusion of Indigenous knowledge into the educational experience.

Discusses the need for an educational process that accepts and integrates the diversity in Indigenous worldviews, knowledge and systems central to ways of viewing and relating to the world.

Argues that it is important to incorporate Indigenous Knowledge (IK) into the conversation of Native Science.

Discusses the possibilities for pre-service teaching programs to include diverse knowledge systems in order to honor the inherent value of Indigenous perspectives.

Comments on a division that separates Native people as history and Native people as historians.

Looks at examples from Apache, Ojibwe, Diné (Navajo), Hawaiian, and Blackfeet language programs. Condensed version of this article in Heritage Language Journal, vol. 7 no. 2, Fall 2010, pp.138-152.

Looks at examples from Apache, Ojibwe, Dené (Navajo), Hawaiian and Blackfeet language programs.

Examines how cultural differences, between Indigenous and Western world views, have been dealt with when teaching the Ojibwe language at the Michigan State University.

Interview with two Indigenous language education specialists about their experiences and stories of language and education.

Leadership and Training Thesis (M.A.)--Royal Roads University, 2005.

Curriculum and Instruction Thesis (MEd)--University of Victoria, 2016.

Looks at how Indigenous students are ostracised, alienated and marginalised at law school.

For each title there is an annotation as well as information on related titles, terms and key concepts, sensitivities, themes and topics at a glance, recommended grade level, and project, ideas and activities. Although developed to be used with Alberta curriculum, most information is applicable elsewhere.

Explores the processes leading to the development of teaching model applicable to Health Management.