Post-Secondary

Discusses a program that infuses Aboriginal ways of knowing, traditions, and perspectives into teaching, creating awareness of Indigenous needs in education among both faculty and students.

Comments on the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans 2010 revision (TCPS2).

Comments on the lack of role models and the issue of irrelevant curriculum.

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Uses a Native law program at the University of New Mexico to show what is happening in American law schools.

Author discusses her involvement in the Development Partnerships in Higher Education (DelPHE) project and the process developing an education for sustainable development theory suited to the context of the country of Lesotho.

Comments on a course teaching the language and strategies on how to teach in immersion settings. Chapter from American Indian Language Development Institute: Thirty Year Tradition of Speaking From Our Heart edited by Candace K. Galla, Stacey Oberly, G.L. Romero, Maxine Sam, Ofelia Zepeda.

Highlights an interdisciplinary conference held at The King's University College in Edmonton, Alberta, where students met with survivors of residential school abuse.

Discusses authors' experience with Indigenizing the curricula in the Broadcasting - Radio and Contemporary Media program offered at Durham College in Oshawa, Ontario.

Short narrative expresses the struggles of Aboriginal academics in universities across Canada.

Presents the results of two pilot courses in introductory chemistry that engaged the students in a practical and hands-on way.

Overview of project's three overarching goals: research and create culturally appropriate support materials; identify community-based supports and establish processes for accessing them; and determine community-driven, culturally appropriate advocacy for children and families. Appendix A: Literature Review Appendix B: Podcast

Brief profile of two Liberal frontrunners' views on issues pertaining to Aboriginal people.

Entire issue on one pdf. To access article scroll to p.10.

Reflections on, Decolonization and Transformative Education course taught by the late Professor Roxana Ng.

As part of the Ithaca S+R report When Research is Relational researchers at the University of Manitoba interviewed Indigenous faculty from across a range of faculties regarding their research methods. Report summarizes interviews and makes suggestions for improving services and supports for Indigenous researchers.

Explains the objectives and reasons for establishing a Navajo College.

Briefly discusses the college's history, programming, and efforts to revitalize Ojibwa culture and language.

Brief article reports on the LIME (Leaders in Indigenous Medical Education) Connection that is concerned with teaching Aboriginal health properly to medical students and recruiting and retaining Aboriginal and Torres Strait Islander students into medicine.

Related Material:

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vol. 3

vol. 4

vol. 5

Former reporter, host of Sharing Circle, and filmmaker discusses the National Screen Institute's New Voices course which is aimed exclusively at Aboriginal people aged 18-35. Duration: 7:38

Outlines the social and economic problems associated with low literacy rates among Aboriginal peoples, and identifies best practices to address these issues.

Contains links to webcasts and presentations on Aboriginal literacy from the Pan-Canadian Interactive Literacy Forum 2008: Legacy, which was put on by the Council of Ministers of Education and took place in nine different locations across Canada.

Purpose was to synthesize information dealing with Indigenous perceptions of mentorship and ways of building relationships, culturally-informed mentorship, best practices, and traditional structures of mentorship.

Reviews key research findings relating to the challenges Aboriginal people face when making the transition from K–12 to Postsecondary Education and what factors lead to successful transitions.

Beginnings of, what could become, an Aboriginal health human resources strategy.

Prepared for Minister's National Working Group on Education, Indian and Northern Affairs Canada, Ottawa, Ontario. Current as of 2002.

Literature review on educational success based on five themes.

Overview of program that has Inuit-specific course content and academic cultural skill development. Entire issue on one pdf. Scroll down to page 66 to read article.

Comments on using the Talking Circle in a university setting.

Explores the importance of the inclusion of Indigenous knowledge in academic institutions through three stories.

Examines issues of compatibility between traditional knowledge and western scientific knowledge with particular attention to the impact of place or spatial location.

Looks at the expansion of knowledge systems, the location of these systems and connections to teacher education programs.

Forecast of market income.

Topics include: coming to university, women and the middle ground, balance and the seven Grandfathers, Openness and respect, respecting cultural differences and learning style.

Found that the earnings of these designated groups are very similar but they were more likely to be unemployed.

Examines issues and recommendations to post-secondary education for Aboriginal students.

Education Thesis (M.Ed.)--Memorial University of Newfoundland, 2001.

Preparation and support programs offered to Aboriginal and Islander people have had positive results for university graduates.

Discusses a tribal community, a regional university, and recent history of cultural/power relations.

Article highlights some of the challenges Māori and Indigenous (MAI) scholars face in the mainstream university context, and the role of the MAI Te Kupenga (a support program for Indigenous doctoral students) in supporting scholars in these contexts.

Discusses results of Navajo and Yup'ik school-based maintenance and language renewal efforts and tribal and national language policies.

Education Administration Thesis (Ph.D.)--University of Saskatchewan, 2010.

Comments on the 18th Annual Fall Conference that brought together Indigenous law students from across Canada to speak with Elders, leaders, academics and lawyers on a variety of relevant topics.

Looks at barriers faced by Aboriginal students trying to acquire post-secondary education and move into the skilled labour force. Study consisted of interviews/focus groups in three case study communities located in Atlantic Canada, a literature search, and identification of promising practices.

Delves into what barriers are faced by Native American and Alaska Native students in higher education and are these barriers to student success being addressed theoretically and practically.

Discusses control over reservation schools using Chief Dull Knife College as an example.

Chronicles the experiences of four Indigenous social work academics employed at a Canadian mainstream university.

Highlights Trevor Moeke who helped develop the WINHEC Accreditation Authority and started an Indigenous controlled college in New Zealand.