in education exploring our connective educational landscape, vol. 17, no. 3, Autumn, 2011, p. [?]
Description
Discusses the results and analysis of a study that looks at factors, issues, and problem affecting teacher recruitment, retention, attrition, and student achievement in one provincial school system and schools in one Tribal Council in Saskatchewan.
Using Native American Legends to Teach Mathematics: Legends Retold by Students Participating in the Anishinabe Teachers for Anishinabe Children Project
File contains five negatives from the "Teachers Institute at an Indian School" presumably a conference of teachers held at Prince Albert, Saskatchewan on May 21, 1965. The scanned image shows a large group of teachers at the conference apparently listening to a speaker.
Alberta Journal of Educational Research, vol. 51, no. 1, Spring, 2005, pp. 50-68
Description
Looks at what was integrated, how it was integrated and the challenges. Includes recommendations for policymakers and educators for designing approaches.
Comparative Education Review, vol. 50, no. 4, November 2006, pp. 672-694
Description
Discusses the changing, contradictory character of teachers' work shaped by the reforms oriented to improve educational prospects for Aboriginal people in Manitoba and Saskatchewan.
Canadian Social Studies, vol. 46, no. 1, 2013, pp. 31-43
Description
Looks at a curricular initiative in which teachers integrated Aboriginal perspectives into their teaching by providing students with alternative viewpoints on contemporary issues.
Wicazo Sa Review, vol. 20, no. 2, Fall, 2005, pp. 121-145
Description
Examines the differences and difficulties in teaching American Indian studies courses to both Aboriginal and non-Aboriginal students at Iowa State University.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 155-159
Description
Author describes using the work of the Wendat Philosopher George Sioui as a foundation for teaching Autohistory. Article explores the integration of subjective morality into the study of history and the results for individuals and communities.
Anthropology & Education Quarterly, vol. 27, no. 3, September 1996, pp. 390-413
Description
Describes case study of three primary-level teachers (two Mohawk, one non-Aboriginal) and analyzes how cultural identity and language influence teaching practices.
Journal of American Indian Education, vol. 6, no. 2, January 1967, pp. [1-13]
Description
Discussion of program which seeks to deal with problems such as broadening students western cultural knowledge to improve language usage and encouraging students to express their personal feelings verbally.
Journal of Indigenous Research, vol. 3, no. 1, 2014, pp. 1-6
Description
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.
Outlines responses of various teachers in regards to the extensive work that remains to be accomplished in constructing inclusive and respectful school environments for Aboriginal learners.
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 294-311
Description
Contends history educators are especially implicated in the Truth and Reconciliation Commission’s Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. Identifies three challenges of teaching history for truth and reconciliation and suggests strategies for reframing these challenges as opportunities.
Handbook developed to assist first time teachers in a First Nations school familiarize themselves with specific issues and aid in the transition to a new teaching environment.
Tribal College Journal of American Indian Higher Education, vol. 27, no. 2, American Indian Law, Winter, November 8, 2015, pp. [25-27,7]
Description
Discusses how courses delivered at tribal colleges not only support sovereignty, nation building, and college missions, but also provide an appropriate environment for students learning about the often emotionally-charged history of federal law and policies.
Australian Journal of Teacher Education, vol. 36, no. 10, October 2011, pp. 65-76
Description
Data drawn from semi-structured interviews with 50 current and former Australian teachers highlights knowledge in three areas: Indigenous ways of knowing, Indigenous learners' lives beyond the classroom and building relationships