Book review of: Teaching as Activism: Equity Meets Environmentalism edited by Peggy Tripp and Linda Muzzin.

Results of testing Aboriginal students from Brandon University using the Minnesota Teacher Attitude Inventory (MTAI) and the Survey of Study Habits and Attitudes.

Explains one approach to developing cultural sensitivity and competence through study of five phenomena: communication, space, social organization, time, environmental control and biological variation.

Looks at three projects which were designed to build capacity with students enrolled in Native American and Indigenous Studies courses and to promote tribal sovereignty.

Interview with professor from the First Nations University of Canada discusses the curriculum and her teaching practices.

Professor (Hogan) explains how and why she teaches Indigenous epistemology in her graduate field-based research methods course and reflects on whether she has done it successfully. Recent doctoral student (Topok) explains how he developed his research method, Katimarugut, in the class.

Looks at the experiences associated with teaching Indigenous studies at an Australian university.

Discusses how the live interaction between the speaker and listener is a different experience than the solitary activity of reading in teaching courses with many cultural perspectives. Entire issue on one PDF. To access article, scroll down to appropriate page.

Introduces the course content of: Intercultural Communication: The American Indian, which states that confrontation is the best way to learn another culture.

Discusses the history of the Seminary for Cherokee women and the underlying ideas that shaped both female and Native education in the nineteenth century, paying special attention to the curriculum of instruction at these institutions.

Study shows the need for gender-specific interventions to encourage, support and empower young people to attend and complete postsecondary education.

Explores the instructor attitudes and teaching methods which students have responded to favourably, contributing to their academic success.

Book review of: Theoretical Perspectives on American Indian Education by Terry Huffman. Review located by scrolling to page 200.

Book review of Theorizing Native Studies edited by Audra Simpson and Andrea Smith.

Rhetoric and Writing Thesis (Ph.D.)--Michigan State University, 2012.

Comparative study of post-secondary institutions in the two provinces yielded seven categories of issues related to improving education outcomes.

Curriculum and Instruction Thesis (Ed.D.)--Northern Arizona University, 2010.

Inuit educational counsellor speaks about Nunavut Sivuniksavut program in Ottawa and what inspires her in her work. Duration: 18:49.

Speaker discusses the importance of Indigenizing and decolonizing post-secondary education with particular reference to the University of Regina. Duration:21:21.

Discusses Native American student experiences in mainstream education providing recommendations for student affairs professionals.

Indigenous author offers their thoughts and advice on how to have a career academia to the larger community of Indigenous scholars.

Author conducts a nuanced analysis of the imagery and stereotypes of Indigenous peoples in the contemporary American culture(s) and how those tropes contribute to a colonial narrative surrounding Indigenous cultures and spiritual practices and must be considered part of the context when teaching Indigenous studies courses and content.

Administration, Curriculum & Instruction Thesis (Ph.D.)--University of Nebraska, 1999.

Art Education Thesis (Ph.D.)--Concordia University, 2016. Focuses on Nadia Myre, Jori Cachene, Lisa Myers, and Shelley Niro.

Comments on concerns of Indigenous students and Indigenous women regarding cultural continuity and design and practice of Indigenous education within teacher education.

Sociology Thesis (Ph.D.)--University of Saskatchewan, 2004.

Discusses whether Canada has a distinctive national tradition in anthropology.

Author reflects on teaching at an Indian law clinic using an indigenous perspective.

Discusses how academic research and training can better meet the developmental needs of the community.

Suggests that attrition rates are not only due to practical considerations such as funding and childcare, but also stem from instructional design and curricula that do not accommodate Aboriginal learning styles.

Four-part video series featuring faculty from Thompson Rivers University looks at questions such as: What does indigenizing post-secondary education mean, why does it matter, and what are the benefits? What does an indigenized university look like? and How do you indigenize the curriculum?

Contends that creating space for Indigenous language development in postsecondary settings can be a challenging process but is necessary if universities are to be a part of the reconciliation process.

Looks at alternative teaching methods.

Interviews conducted with 25 university students indicated that those who had a greater levels of traditional practice and subsistence activities tended to be less prone to suicide.

Looks at the success of First Nations and Métis graduates and discusses graduation traditions. Article located by scrolling to page 5.

Provides information about programs and skill development for employment.

Study identifies challenges associated with the move to self-government and provides recommendations for skills and capacity development.

Women's Studies/Anthropology Interdisciplinary Thesis (M.A.)--University of Victoria, 2007.

Examines how the Native American Studies Program at Berkeley differs from the existing structure of the Ethnic Studies Department at Berkeley. Entire issue on one PDF. To access article, scroll down to appropriate page.

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

Looks at the development and implementation of a tribal-initiated service-learning project.

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.