Teaching

Students consider having a teacher that cares about them and their success as students, greatly influences their classroom learning. Scroll down to page 45 to read article.

Compares perceptions of teaching from several backgrounds: a Yup'ik Eskimo teacher, an Anglo Australian teacher, and an Aboriginal Australian teacher. Reports school culture in Australia needs to change.

Discusses the role of elders in urban First Nations communities.

Contends that the best results come from a combination of good teaching and management on the school side, and support and determination on the community side.

Draws on the authors' experience in teaching a cross-cultural course to a predominantly non-Aboriginal class to identify attitudes that cause resistance to admitting racism is a problem.

Focuses on the requirements for implementing an inclusive learning environment. Discusses issues, medicine wheel (four domains) approach to teaching, and incorporating Indigenous worldviews into the classroom.

Introduces a professional resource, Enhancing School Science with Indigenous Knowledge: What We Know From Teachers and Research.

Reports on the role of language in mathematics teaching.

Argues that lack of speaking by children may cause intercultural communication problems which are detrimental to the learning process and outlines how some teachers have dealt with the problem.

Book review of: What We Learned by Helen Raptis with members of the Tsimshian Nation.

Study involved in-depth interviews with seven teachers from two Saskatchewan school divisions about their classroom practices and experiences.

Discusses a class in which each lecturer took a different approach to the novel; one from the perspective of Native American literature as unique, the other from the perspective of similarities to any work of great literature. Entire issue on one pdf. To access article, scroll down to appropriate page.

Written to accompany My Stories Are My Wealth, a book of traditional stories narrated by Angela Sidney, Kitty Smith, and Rachel Dawson.

Sociology Thesis (Ph.D.)--University of California, Berkeley, 2000.

Explains the curriculum of place, what it is, how it works and the importance in education.

Comments on the need to increase the knowledge about Aboriginal peoples for Canadian students, many who graduate high school with less than adequate levels of information.

Includes film review, suggestions for appropriate courses, discussion of pedagogical usefulness, and study questions.

Looks at different methods of learning which may cause problems for Aboriginal students. Entire issue on one pdf. To access article, scroll to page 9.

The author describes their own personal development of their Indigenous teaching identity and how it benefits her students.

Looks at an experimental section of a composition course with a reading list composed almost entirely of American Indian and Alaska Native authors. The article also discusses how the controversies about the readings were attributed to fundamentalist views, lack of experience in reading literature, sensitivity about ethnic issues, and feminism. Entire issue on one PDF. To access article, scroll down to appropriate page.

Education Thesis (Ph.D.)--University of Colorado, 2003.

Author discusses her experience of trying to put the theories of critical pedagogy into actual classroom practices.

Contends that reservation students have an easier time adjusting to college life at a tribal college than a mainstream institution.

Reports on six-year partnership to improve reading and writing skills for grade six students in two Ontario First Nations' schools. Initial phase (2010-2014) was followed by a sustainability phase (2014-2016).

Traces the work of William Demmert as a member of the Steering Committee on Cross-Cultural Education in the Circumpolar North.

Discusses aspects of education and learning in different disciplines, programs and locations in Canada and Greenland, with an emphasis on cultural content.

Entire issue on one pdf. To access article scroll to p.13.

Education Thesis (M.Ed.)--The University of Western Ontario, 2012.

Document supports teachers to implement Aboriginal perspectives across the curriculum. Revised edition.

Education Thesis (M.A.)--Concordia University, 2004.

Discusses project undertaken at Charlebois Community School in Cumberland House, Saskatchewan to connect curriculum content and Ministry outcomes with Indigenous science and ways of knowing in secondary science courses.

Educational Leadership and Policy Thesis (Ph.D.)--University of British Columbia, 2012.

In this commentary article, the author describes the conditions and events surrounding a Diné school’s founding and the internal conflicts which eventually led to a breakdown between staff and leadership; highlights the potential learning for other nations working towards educational sovereignty.

Looks at incorporating indigenous and nonindigenous cultural practices and knowledge into the management curriculum.

Topics include Yukon First Nations, their territories, languages, and governments, culturally responsive educational practices, working with Elders, and curriculum elaborations.

Discusses the experiential and collaborative engagement approach to learning utilized in a masters in sustainable design class offered by the University of South Australia.

Brief article explores the various Yupik language instruction courses offered in Chukotka and comments on the teaching materials being used.