Human Studies Thesis (Ph.D.)--Laurentian University, 2012.

Reviews a number of children's books which are retellings of First Nations legends: Beardream by Will Hobbs. The Day the Sun was Stolen by Jamie Oliviero. Eagle's Gift by Rafe Martin. Echoes of the Elders by Chief Lelooska, edited by Christine Normandin. Frog Girl by Paul Owen Lewis. The Girl Who Dreamed only Geese, and Other Tales of the Far North by Howard Norman, illustrated by Leo and Diane Dillon. The Girl Who Lived with Bears retold by Barbara Diamond Goldin. Messenger of Spring by C. J.

Overview of Native American women teaching traditional art skills in the South-western United States.

Conference presentation on the importance of maintaining Indigenous languages and the unique view of the world these languages offer.

Explains how educators of Native American or First Nations language can successfully use recorded songs and stories in the classroom. Good examples of explicit teaching practices, modeled by Upper Skagit Elders, are also shared. Entire issue on one pdf. To access article, scroll to page 52.

Looks at oral history and Inuit Qaujimajatuqangit in Nunavut, and the potential role of Indigenous intellectual traditions in literary studies.

Conclusions support implementing intervention strategies for post secondary students who abuse alcohol.

Compares and contrasts 2 books, Visitors Who Never Left: The Origin of the People of Damelahamid by Kenneth B. Harris and The Downfall of Temlaham by Marius Barbeau.

Article profiles two Elders, Lorraine Greybear and Vernon Lambert, who are teaching Dakota language and culture to students at Cankdeska Cikana Community College.

Negative impact of education based on the written word as opposed to oral cultural traditions.

Education Studies Thesis (Ph.D.)--University of British Columbia, 2001.

Book review of: Blackfoot Ways of Knowing by Betty Bastien.

Forward to articles in the issue, all of which challenge traditional, Eurocentric notions of legitimate research and received knowledge

Discusses project which uses performative inquiry and teaching through acting to help Aboriginal students learn science.

Lists relevant conferences for 2005 including: "Aboriginal Oral Traditions: Theory, Practice, and Ethics" held in Halifax, Nova Scotia.

Discusses ways Cayuga Chief Jacob E. Thomas (1922-1998) of the Six Nations Reserve taught language; examines the educational materials he produced, and some reactions to his efforts.

Overview of trends in academic and First Nations discussions surrounding the issue of Native Education.

Traces Chief Lelooska’s artistic development as a carver and describes the ways in which Northwest Coast Indian art and cultural tradition were conveyed to people living in or visiting the region during the twentieth century.

Curriculum and Instruction Thesis (M.A.)--University of Victoria, 2014.

Teaching tool for children 7-12; story designed to raise awareness of both historical and contemporary contributions of First Nation, Inuit and Metis peoples.

Sociology Thesis (M.A.)--University of Saskatchewan, 1998.

Education Thesis (Ph.D.)--University of South Africa, 2007.

Background information and research for the author's Ph.D. thesis.

Examines the decision by the Court of Appeal regarding the violation of Cree rights by the Canadian and Quebec governments.

Entire issue on one pdf. To access article scroll to p.11.

Education Thesis (Ed.D.)--Simon Fraser University, 1997.

Discusses learning through the analyses of a traditional legend.

Stories told to teach principles of appropriate and acceptable behaviours.

Education Thesis (Ph.D.)--University of Manitoba, 2009.

Series of 15 short videos (approx. 5 min. each) on a variety of topics.

Looks at the success stories of three Mi'Kmaw teachers who are applying their own cultural knowledge in the classroom.

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

Indigenous Governance Thesis (M.A.)--University of Victoria, 2018.

Team site visits resulted in traditional storytelling sessions. which were enhanced with Power Point presentations.

Reports on part of the community-based research project Decolonizing the Curriculum "Cree-atively" Through Elders' Stories.

Looks at a pre-service teacher education program in Ontario that combines Indigenous knowledge with environmental education.

Examines traditional Native Americans' perspectives toward teaching and learning.

Author argues that Indigenous ethics education in Solomon Islands focuses on shaping and sustaining the character of people as members of a family and clan; suggests that character embedded ethics include a strong sense of clan-based citizenship, temperance, and spiritual existence.

Non-Aboriginal teacher reflects on own experiences with Indigenous oral tradition on methods to teach writing.

Argues that most children's folklore books distort the true meaning and style of the original stories and urges educators to teach authentic oral literatures.

Discusses the First Nation owned and operated Chief Poundmaker Historical Centre and Tee-Pee Village which is open to welcome history buffs, campers, and community groups.

Entire issue on one pdf. To view article scroll to p. 18 of the special insert Windspeaker's Guide to Indian Country.

Author uses traditional stories of Yamozha to talk about the relationship that the Tłįchǫ (Tlicho) have historically had and are rebuilding with the land; draws on teachings of Elders to discuss the importance of language, sacred place names, and people “living in spirit with the environment, with the animals.” Video of conference presentation: Trails of our Ancestors Duration: 47:22

Using four Hopi lullabies to discuss the linguistical, historical and cultural importance of Indigenous lullabies.

Interactive website features teachings about the Indigenous knowledge and culture of five cultural groups: Blackfoot, Cree, Ojibwe, Mohawk and Mi'kmaq. Contains links to transcripts of the presentations and free curriculum packages for grades1-12.

Studies connection between fragmented form, post colonial identity, and oral tradition.

Looks at Western literacy versus First Nations oral traditions, myths in oral traditions and response by First Nations to Egan's theoretical model of the use of storytelling in education.

Book review of: Full Circle: Canada's First Nations by John L. Steckley and Bryan D. Cummins.

Presents discussion of approaches, methodologies and protocols relevant to oral testimony with an emphasis on the Northwest Territories.