Cultural Framework

Documents the full circle of learning that takes place within the building of drums.

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.

Analyzes how students acquired skills and credentials that enabled them to serve their tribal communities.

Adult Education and Counselling Psychology Thesis (M.A.)--Ontario Institute for Studies in Education of the University of Toronto, 2006.

Study traces the learning experiences of primarily non-Indigenous educators who created an Indigenous-focused Master of Education program to challenge the legacy of colonization in schools and who have worked to decolonize their practice through their participation in a graduate studies; asserts that decolonizing education means valuing Indigenous people, languages, and land, and building inter-cultural understanding.

Paper concludes that what is needed is a formal education that meets the needs of the San people, especially the poor, marginalized and discriminated.

Curriculum and Instruction Thesis (Ph.D)--University of Victoria, 2009.

Discusses the challenges still facing Canadian universities since the incorporation of Indigenous knowledge and ways of knowing into academic institutions.

Education Thesis (Ed.D.)--Cardinal Stritch University, 2001.

Looks at the Kui-whai Kindergarten program and how government practices affect the curriculum.

Discusses reasons for changes in academic performance when children move from a reserve elementary school to a public high school.

Looks at how English literacy was a part of the drive to colonize and assimilate Indigenous peoples, and how support is needed for Indigenous controlled literacy demands.

Examines the use of treaties as a means to teach from and through in a classroom setting.

Study results suggest that more effective teaching needs to take into account the cultural context in which it is being done.

Explores the history leading up to the founding of tribal colleges and the progress made towards offering disciplines traditionally avoided.

Thesis (Ed.D.)--Montana State University--Bozeman, 1997.

States that in Montana teachers are obligated to teach American Indigenous history and so in response to a need the Stone Child College has created the Rocky Boy Tribal History Project which will allow the people of the past to tell their own story.

[Education] Thesis [(Ph.D.)]--Lakehead University, 2011.

Discussion with Wannabe Coyote as the author thinks about teaching students who are learning to be teachers.

Suggests that the anti-oppressive curriculum on the Canadian prairies must be examined to evaluate how racial identifications are constructed through commonplace national discourses.

Looks at McNickle's The Surrounded, and outlines the importance of trust and acknowledgment when reading contemporary Indian literary stories. Entire issue on one PDF. To access article, scroll down to appropriate page.

Book review of: Trying to Get It Back by Gillian Weiss.

Education Thesis (M.A.)--Mount Saint Vincent University, 2007

Argues that respectful long-term research is possible, if proper ethical methodologies are employed.

[Cross Cultural Studies] Thesis (Ph.D.)--University of Alaska Fairbanks, 2016.

Guide to accompany film of same name which follows Cree playwright Floyd Flavel on a journey from Saskatchewan to Siberia.

Focuses on the teenage girls drum group, Neebin Nodin from Winnipeg, and their commitment to cultural traditions.

Studies look into tangible solutions to provide Indigenous Australians with the same educational outcomes as non-Indigenous Australians.

Examines how the Turtle Lodge International Centre for Indigenous Education and Wellness in Sagkeeng First Nation, Manitoba teaches a flexible, community-based process of responsibility-based self-determination discourse; stresses respectful and reciprocal relationships, community well-being, earth guardianship, and cultural resurgence.

Discusses the integrative science program for undergraduates at Cape Breton University which brings together traditional Aboriginal and western knowledge.

Looks at a community participation model of research and teaching which draws on the strengths of Indigenous and Western knowledges in efforts to revitalize language and restore relationships with each other and with the land.

Looks at the challenges affecting performance of Aboriginal students and the benefit of using principles which combine both Indigenous and western perspectives in the classroom.

Argues that current ideas in environmental education can benefit from the foundational values of Indigenous education.

Expresses concern about disappearing traditional art skills and examines the role schools could play in reversing this trend.

Education Thesis (M.Ed.)--Brock University, 2011.

Looks at the Generative Curriculum Model, a unique program responding to community needs and culture. Chapter from: Theory, Policy and Practice in Early Childhood Services edited by H. Penn

Education Thesis (Ph.D.)--The University of Iowa, 2004.

Focuses on the development and implementation of a post-secondary health science career preparation program in the context of the contradictions between Indigenous and European approaches to science.

Comments on recommendations, made at the United Nations Permanent Forum on Indigenous Issues, regarding the welfare of the 180 million indigenous children and youth worldwide.

Comments on the naming of the future Aboriginal Students Centre to be built on the University of Saskatchewan campus. Article located by scrolling to page 7.

Psychology Thesis (M.A.)--Wilfrid Laurier University, 2010.

Film highlights Canada's history of racism and injustice toward Indigenous peoples which persists to this day in both the larger society and the educational system and how Indigenous culture and perspectives must be taught and valued in the classroom in order to address inequities and change the relationship between Indigenous and non-Indigenous peoples. Duration: 32:29.

Curriculum, Teaching, and Learning Thesis (M.A.)--University of Toronto, 2011.

Education Thesis (Ph.D.)--The University of Western Ontario, 2008.

Education Thesis (M.Ed.)--Brock University, 2013.

Looks at the positive outcomes from two secondary school classes which experienced different aspects of Squamish culture.