Weaving Knowledge Systems Resource Materials

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Web Site
Author(s)/Organization:
4D Interactive Inc. (author)
Web Site Title:
Four Directions Teachings: Aboriginal Online Teachings and Resource Centre
Formatted Citation: Use automatically-generated citations responsibly
The goal for the project was to create an engaging site where people could experience Indigenous knowledge and philosophy and where educators could incorporate the site into their curriculum. FourDirectionsTeachings.com honors oral traditions by creating an environment where visitors are encouraged to listen with intent as each elder/ traditional teacher shares a teaching from their perspective on the richness and value of cultural traditions from their nation. [From Website]
Report
Author(s):
Alaska Native Knowledge Network (author)
Title:
Guidelines for Respecting Cultural Knowledge: adopted by the Assembly of Alaska Native Educators
Publication Info:
Anchorage: , 2000
Formatted Citation: Use automatically-generated citations responsibly
The following guidelines address issues of concern in the documentation, representation and utilization of traditional cultural knowledge as they relate to the role of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers and researchers. Special attention is given to the educational implications for the integration of indigenous knowledge and practices in schools throughout Alaska. The guidance offered in the following pages is intended to encourage the incorporation of traditional knowledge and teaching practices in schools by minimizing the potential for misuse and misunderstanding in the process. It is hoped that these guidelines will facilitate the coming together of the many cultural traditions that coexist in Alaska in constructive, respectful and mutually beneficial ways. [From Author]
Web Site
Author(s)/Organization:
American Indian Studies Center , UCLA (author)
Web Site Title:
American Indian Culture and Research Journal
Formatted Citation: Use automatically-generated citations responsibly
In print since 1971, the American Indian Culture and Research Journal (AICRJ) is an internationally renowned multidisciplinary journal designed for scholars and the general public. The premier journal in Native American studies, it publishes book reviews, literature, and original scholarly papers on a wide range of issues in the fields of history, anthropology, geography, sociology, political science, health, literature, law, education, and the arts. It is published by the American Indian Studies Center at the University of California, Los Angeles. [From Publisher]
Video
Creator(s):
Lorna Andrews (contributor); Amanda James (contributor); Philippa Chapman (contributor)
Title:
A Reflection on the impact of residential schools
Producer Info:
University of the Fraser Valley: , 2021
Formatted Citation: Use automatically-generated citations responsibly
In this video, we hear from Lorna Andrews, Teaching and Learning Indigenization Specialist, Amanda James, UFV student of Indigenous Studies and Philippa Chapman, UFV Student and club member of Students for Indigenization.

This video is a reflection on the impact that residential schools had on local Sto:lo people. Learn about the role of reconciliation, the lasting impressions of intergenerational trauma, and discover how to become an ally to indigenous people within the UFV community. [From YouTube]
Video
Creator(s):
Lorna Andrews (contributor); Mary Saudelli (contributor); Sheryl MacMath (contributor); Wenona Hall (contributor); Cindy Rammage (contributor); Amanda LaVallee (contributor); Rose Anne Timbrell (contributor); Saeed Rahman (contributor); Gracie Kelly (contributor); Eddie Gardner (contributor)
Title:
FECHD IC Introduction and Land Acknowledgement Video
Producer Info:
University of the Fraser Valley: , n.d.
Formatted Citation: Use automatically-generated citations responsibly
The Indigenization Committee of the FECHD worked with colleagues from the College of Arts, the FPS, and the Teaching and Learning Office to create this video and we are excited to share it with faculty, staff, and students at UFV. We were hearing a number of concerning stories from Indigenous faculty and students regarding microaggressions they were experiencing in classrooms, meetings, and in the hallways at UFV. These micoagressions are contributing to a lack of cultural safety on our campuses. We wanted to create a video to encourage conversation, share resources, and provide an entry point into considering how to make UFV a more culturally safe environment for everyone.

This video looks specifically at territorial acknowledgements and introductions with guidance from UFV Elders. It includes examples and discussions from interdisciplinary perspectives. It is not a ‘how-to guide,’ nor does it represent the official expectations of UFV. Instead, it provides some guidance around important things to consider when starting to Indigenize and decolonize our work and spaces at UFV. [From Website]
Web Site
Author(s)/Organization:
Garnet Angeconeb (author); Ashley Wright (author)
Web Site Title:
Garnet's Journey
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Welcome to GarnetsJourney.com, where you will meet Garnet Angeconeb – an Indigenous man who has survived a long journey – from the trap line, to residential school, to the city – all in his lifetime. On this site, Garnet will tell you stories from his life, in his own voice, in about 30 brief videos, plus one 21-minute biography. It’s like reading a book, except in this case the author is speaking to you. This website was created in 2012, so you will notice some differences between then and now – such as terms, names of organizations, policies, and current affairs. The power of Garnet’s story remains the same, and is as important today as it was then. [From Website]
Book Chapter
Author/Editor(s):
Jonathan Anuik (author)
Chapter Title:
If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection
Book Title:
Knowing the Past, Facing the Future: Indigenous Education in Canada
Publication Info:
Vancouver, BC: Purich Books, 2019
Call Number:
E 96.5 K66 2019 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
The chapters in Parts 2 and 3 are written alternately from within Indigenous and Western paradigms. Parts 2 focuses on the legacy of racism, trauma, and dislocation. [From Publisher]
Video
Creator(s):
Jo-ann Archibald (contributor)
Title:
Dr. Jo-ann Archibald - The Many Facets of Decolonizing and Indigenizing the Academy
Producer Info:
SFU Vancouver: Centre for Educational Excellence, 2020, November
Formatted Citation: Use automatically-generated citations responsibly
Book Chapter
Author/Editor(s):
Q’um Q’um Xiiem J. Archibald (author)
Chapter Title:
Raven’s Story About Indigenous Teacher Education
Book Title:
Handbook of Indigenous Education
Publication Info:
SFU Vancouver: Centre for Educational Excellence, 2020, NovemberSpringer, Singapore, 11 May 2019
Formatted Citation: Use automatically-generated citations responsibly
In 2017, the Native Indian Teacher Education Program (NITEP) at the University of British Columbia (UBC), Canada, continues its 43rd year of offering an Indigenous-based teacher education program (kindergarten to grade 12) that includes partnerships with Indigenous communities /organizations and other post-secondary institutes throughout British Columbia, Canada. NITEP is a Bachelor of Education (BEd) degree program option for people of Indigenous ancestry, within the UBC Faculty of Education. This program has a rich history of Indigenous leadership that has shaped NITEP’s purpose, philosophy, and structure. Four values have also guided NITEP’s development and program revision over a 40-plus-year time period: (1) a sense of community/family within the student body and faculty/staff, (2) community-based relationships, (3) the importance of Indigenous knowledge systems for teacher preparation, and (4) good quality teacher preparation. [From Author]
Web Site
Author(s)/Organization:
Arizona State University (author)
Web Site Title:
Journal of American Indian Education
Formatted Citation: Use automatically-generated citations responsibly
The Journal of American Indian Education (JAIE) is a refereed journal publishing original scholarship directly related to the education of American Indians, Alaska Natives, Native Hawaiians, and Indigenous peoples worldwide, including Inuit, Métis, and First Nations of Canada, Māori, Aboriginal/Torres Strait Islander peoples, Indigenous peoples of Latin America, Africa, and others. JAIE strives to improve Indigenous education through empirical research, knowledge generation, and transmission to researchers, communities, classrooms, and diverse educational settings. [From Website]
Document
Author(s):
Association of American Colleges & Universities (author)
Title:
Intercultural Knowledge and Competence VALUE Rubric
Publication Info:
SFU Vancouver: Centre for Educational Excellence, 2020, NovemberSpringer, Singapore, 11 May 2019Association of American Colleges & Universities, n.d.
Formatted Citation: Use automatically-generated citations responsibly
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. [From Author]
Video
Creator(s):
Brad Baker (director)
Title:
Courage: Going Forward in Aboriginal Education
Producer Info:
West Vancouver: TEDx, 2016, November
Formatted Citation: Use automatically-generated citations responsibly
In high school Brad hid his heritage from his best friends. He wasn't the only one. As an Indigenous Educator, Brad seeks to ensure First Peoples move forward with courage.

Brad Baker is a member of the Squamish Nation and is presently working as a District Principal for the North Vancouver School District. His passion is bringing the history of First Nations to the classroom to allow a better understanding of how we as a society can move forward in a collaborative manner. Brad was the recipient of the national Indspire Guiding The Journey Indigenous Educator Award in Leadership in 2014. Brad believes that conversation on the tough topics of Aboriginal Education will lead to reconciliation which will enhance the learning environment for all learners. GO FORWARD WITH COURAGE. [From YouTube]
Web Site
Author(s)/Organization:
BC Assembly of First Nations (author)
Web Site Title:
Interactive Map Lower Mainland Southwest: BC Assembly of First Nations
Formatted Citation: Use automatically-generated citations responsibly
When making your territorial acknowledgement, you need to acknowledge your nearest First Neighbour. Use the interactive map to find who they are.
Web Site
Author(s)/Organization:
BCIT (author)
Web Site Title:
MOOC-0200 – Indigenous Awareness
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This course promotes an increased understanding of Indigenous people and their place and space in Canada, past and present. Words like Reconciliation and Indigenization are becoming common place and are often followed by questions such as, “What do these words mean? Why do we have to do this? How come I didn’t know about Residential Schools?”. The course will provide you with foundational knowledge of Indigenous people in the hopes that as the true history and contemporary reality of Indigenous people is more broadly known, Reconciliation can begin. A marketing tag line This history is our history. But how well do we know it? [From Website]
Journal Article
Author(s):
Luella Bernacki Jonk (author); Charlotte Enns (author)
Article Title:
Using culturally appropriate methodology to explore Dene mothers' views on language facilitation
Journal Info:
Canadian Journal of Speech-Language Pathology & Audiology, vol. 33, iss. 1, pp. 34-44, 2009
Formatted Citation: Use automatically-generated citations responsibly
This study aimed to identify the differences in the beliefs and educational practices related to language acquisition of Dene and non-Aboriginal mothers. A survey of 30 Dene mothers in a Northern community was carried out using research methodology that was culturally adjusted to the Dene culture and language. The 30 non-Aboriginal mothers completed a conventional survey form. The survey evaluated the mothers’ beliefs about language acquisition and their current practices of supporting their children’s language learning. The study revealed subtle differences between the Dene and the non-Aboriginal mothers with regards to both their beliefs and practices. The Dene mothers valued spirituality and their child’s connection to traditional faith and beliefs more highly than the non-Aboriginal mothers. They also supported the use of child-directed speech to facilitate their children’s language development. They felt that Elders and grandparents had an important role to play in their children’s lives, and they favoured teaching by providing a combination of verbal and hands-on instruction. The Dene mothers reported frequent use of language facilitation strategies. By adjusting the survey in a culturally appropriate way, the participation in the research was facilitated for the Dene mothers. [From Author]
Book
Author/Editor(s):
Shirley Hon. Bond, Minister of Education and Deputy Premier and Minister Responsible for Early learning and Literacy (author)
Title:
Bill 46 — 2007 First Nations Education Act
Publication Info:
Victoria BC: Legislative Assembly of British Columbia, Nov. 28, 20017
Note(s):
Note: The following electronic version is for informational purposes only.. The printed version remains the official version.
Formatted Citation: Use automatically-generated citations responsibly
The laws and rights of First Nations and Education.
Web Site
Author(s)/Organization:
Brandon University (author)
Web Site Title:
The Canadian Journal of Native Studies
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The Canadian Journal of Native Studies is a highly recognized journal in the field of Native Studies. It began as a publication of the Society for the Advancement of Native Studies which is no longer in operation and whose founder; Sam Corrigan; was the Chief Editor from 1981-2008. it comes out on a bi-annual basis, and publishes original research which is refereed by peer review. [From Website]
Web Site
Author(s)/Organization:
British Columbia Teachers' Federation (author)
Web Site Title:
BCTF Aboriginal Education
Formatted Citation: Use automatically-generated citations responsibly
We accept and act on our broad responsibility to promote an education for decolonization. We do this in the interest of the Aboriginal children we teach. [From Website]
Video
Creator(s):
Canadian Broadcasting Corporation (director)
Title:
Canada's cultural genocide of Indigenous Peoples
Producer Info:
Victoria BC: Legislative Assembly of British Columbia, Nov. 28, 20017CBC, 2018, March
Formatted Citation: Use automatically-generated citations responsibly
The Truth and Reconciliation Commission spoke to thousands of survivors and found that what took place in residential schools in Canada amounted cultural genocide of Indigenous Peoples. So what changes have been made since then? [From YouTube]
Book
Author/Editor(s):
Sheila Carr-Stewart (editor)
Title:
Knowing the past, facing the future: Indigenous education in Canada
Publication Info:
Vancouver, British Columbia: Purich Books, 2019
Call Number:
E 96.5 K66 2019 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
Part 1: First Promises and Colonial Practices

1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / Sheila Carr-Stewart

2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / Larry Prochner

3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / Sheila Carr-Stewart

Part 2: Racism, Trauma, and Survivance

4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / Jonathan Anuik

5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / Noella Steinhauer

6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / Karlee D. Fellner

Part 3: Truth, Reconciliation, and Decolonization

7 Curriculum after the Truth and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / Harry Lafond and Darryl Hunter

8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / Jane P. Preston

9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / Michael Cottrell and Rosalind Hardie

10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / Brooke Madden

11 The Alberta Métis Education Council: Realizing Self-Determination in Education / Yvonne Poitras Pratt and Solange Lalonde [Table of Contents]
Video
Creator(s):
Rachel Chong (director)
Title:
Indigenous Information Literacy
Producer Info:
Vancouver, British Columbia: Purich Books, 2019Kwantlen Polytechnic University, n.d.
Formatted Citation: Use automatically-generated citations responsibly
A collection of short videos by Rachel Chong covering topics like citations of Elders, source evaluation, respectful research and more.
Web Site
Author(s)/Organization:
Rachel Chong (author); Kwantlen Polytechnic University Library (author)
Web Site Title:
Indigenous Studies: What's New? Libguide
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Indigenous Studies is an interdisciplinary field grounded in the languages, histories, geographies, and contemporary experiences of Indigenous peoples [From Author]
Web Site
Author(s)/Organization:
Jo-Anne L. Chrona (author)
Web Site Title:
First Peoples Principles of Learning
Formatted Citation: Use automatically-generated citations responsibly
This site is created to help educators in British Columbia understand how they might incorporate the First Peoples Principles of Learning (FPPL) into their classrooms and schools. Some educators will see that the Principles reflect what they already believe, and are doing in their schools and classrooms. Other educators will see concepts embedded in the principles that challenge some of the post-industrial Euro-centric beliefs about education. Either way, this site is not intended to be a comprehensive exploration of First Peoples (or Indigenous) education. It is instead, a beginning (or continuation) of a conversation. [From Website]
Web Site
Author(s)/Organization:
Nicholas XEMŦOLTW̱ Claxton (author); Denise Fong (author); Fran Morrison (author); Christine O’Bonsawin (author); Maryka Omatsu (author); John Price (author); Sharanjit Kaur Sandhra (author)
Web Site Title:
Challenging Racist British Columbia
Formatted Citation: Use automatically-generated citations responsibly
This anniversary arrives at a critical moment: Wet’suwet’en hereditary chiefs and other Indigenous peoples are challenging dispossession and environmental racism; the Black Lives Matter movement is demanding foundational change; Japanese Canadians are seeking BC restitution for the attempted ethnic cleansing of the province; and the fight against racisms associated with COVID-19 is broadening in response to systemic racism. 150 Years and Counting (150YC) is a new open-access, multi-media resource that documents how this recent cycle of anti-racist activism is part of a broader history of Indigenous, Black and other racialized communities challenging white supremacy for over 150 years – particularly since 1871 when BC joined Canada. Co-authored by activists & scholars from diverse communities, this resource will assist anti-racist educators, teachers, scholars, and policymakers in piercing the silences that too often have let racism fester in communities, corporations, and governments. 150YC is co-produced by the UVIC History project Asian Canadians on Vancouver Island: Race, Indigeneity and the Transpacific and the Canadian Centre for Policy Alternatives – BC Office. [From Website]
Web Site
Author(s)/Organization:
Coalition for the Advancement of Aboriginal Studies (author)
Web Site Title:
Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms
Formatted Citation: Use automatically-generated citations responsibly
Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms comes from the Coalition for the Advancement of Aboriginal Studies (CAAS) with funding support from the Canadian Race Relations Foundation (CRRF). Walking in Beauty is a term that speaks of conducting oneself in harmony with all of the living world, and is respectfully borrowed from the Navajo People.

In 2000-2001, the CAAS conducted a national Student Awareness Survey, measuring awareness, attitudes and knowledge of facts about Aboriginal Peoples' histories, cultures, worldviews and current concerns. Five hundred and nineteen young adults (460 Canadian, 35 Aboriginal and 24 Newcomer students in first year university and college courses across Canada) responded to this 12-page survey. The survey questionnaire was developed and administered by Aboriginal and Canadian educators, scholars, traditional Elders and advocates within the 300-member CAAS network.

The Learning About Walking in Beauty report includes the findings from this survey, together with pedagogical, social and historical analyses. The report offers a pedagogical framework and proposals for learning about "walking in beauty" together. [From Website]
Video
Creator(s):
College of Arts, UFV (director)
Title:
2021 Student Leadership Symposium: Building Hope Through Radical Truths
Producer Info:
Abbotsford, BC: University of the Fraser Valley, 2021, January
Formatted Citation: Use automatically-generated citations responsibly
UFV’s College of Arts held its third annual Student Leadership Symposium: Mobilizing Hope virtual event on January 5, 2021 from 9-4 pm. The event included a "Building Hope Through Radical Truths" lunch panel with UFV’s Race and Antiracism Network (RAN). This session was facilitated by RAN co-chair Sharanjit (Sharn) Kaur Sandhra and RAN member Brett Pardy, and included six student panelists: Aleeta Victoria-Eve Sepass, Harlajvanti Sidhu, Sarah Shirin, Shannon Pahladsingh, and Tanveer Saroya. [From YouTube]
Web Site
Author(s)/Organization:
College of Law, University of Oklahoma (author)
Web Site Title:
American Indian Law Review
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The American Indian Law Review serves as a nationwide scholarly forum for analysis of developments in legal issues pertaining to Native Americans and indigenous peoples worldwide. Publishing two issues each year, AILR circulates in-depth articles by legal scholars, attorneys and other expert observers. In addition, the Review provides comments and notes written by student members and editors on a variety of Indian law-related topics. [From Website]
Web Site
Author(s)/Organization:
Colorado School of Public Health (author)
Web Site Title:
American Indian and Alaska Native Mental Health Research
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American Indian and Alaska Native Mental Health Research is a professionally refereed scientific journal. It contains empirical research, program evaluations, case studies, unpublished dissertations, and other articles in the behavioral, social, and health sciences which clearly relate to the mental health status of American Indians and Alaska Natives. [From Website]
Book
Author/Editor(s):
Sheila Cote-Meek (editor); Taima Moeke-Pickering (editor)
Title:
Decolonizing and indigenizing education in Canada
Publication Info:
Toronto: Canadian Scholars, 2020
Formatted Citation: Use automatically-generated citations responsibly
This expansive collection explores the complexities of decolonization and indigenization of post-secondary institutions. Seeking to advance critical scholarship on issues including the place of Indigenous epistemologies, knowledges, curriculum, and pedagogy, Decolonizing and Indigenizing Education in Canada aims to build space in the academy for Indigenous peoples and resistance and reconciliation. This 15-chapter collection is built around the two connecting themes of Indigenous epistemologies and decolonizing post-secondary institutions. Aiming to advance and transform the Canadian academy, the authors of this volume discuss strategies for shifting power dynamics and Eurocentric perspectives within higher education. Written by academics from across Canada, the text reflects the critical importance of the discourse on truth and reconciliation in educational contexts and how these discourses are viewed in institutions across the country. This expansive resource is essential to students and scholars focusing on Indigenous knowledges, education and pedagogies, and curriculum studies. FEATURES: Includes discussion questions and further reading lists and offers practical examples of how one can engage in decolonization work within the academy Features Canadian authors in varying academic positions and provides content specific to the Canadian education system. [From Publisher]
Book
Author/Editor(s):
Ian Cull (author); Robert L. A. Hancock (author); Stephanie McKeown (author); Michelle Pidgeon (author); Adrienne Vedan (author)
Title:
Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors
Publication Info:
Toronto: Canadian Scholars, 2020BCcampus, 2018-09-05
Formatted Citation: Use automatically-generated citations responsibly
A Guide for Front-Line Staff, Student Services, and Advisors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia.

Guides in the series include: Foundations;[1] Leaders and Administrators;[2] Curriculum Developers;[3] Teachers and Instructors;[4] Front-Line Staff, Student Services, and Advisors;[5] and Researchers.[6]. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. [From Author]
Journal Article
Author(s):
Susan D. Dion (author)
Article Title:
Disrupting Molded Images: Identities, responsibilities and relationships—teachers and indigenous subject material
Journal Info:
Teaching Education, vol. 18, iss. 4, pp. 329-342, 2008
DOI:
10.1080/10476210701687625
Formatted Citation: Use automatically-generated citations responsibly
This paper explores the complexities of teachers’ understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people. The author argues that teachers position themselves as “perfect stranger” to Aboriginal people and explores forms of “ethical learning” which use the act of remembrance to raise awareness of the ways in which the identities of both Aboriginal and non‐Aboriginal people in Canada have been shaped by the colonial encounter. The construction of this ethical awareness among teachers is a promising way to transform relationships between Aboriginal and non‐Aboriginal people in Canada. [From Author]
Web Site
Author(s)/Organization:
First Nations Child and Family Caring Society of Canada (author)
Web Site Title:
First Peoples Child & Family Review
Formatted Citation: Use automatically-generated citations responsibly
The First Peoples Child & Family Review is an open-access, interdisciplinary, and peer-reviewed journal honouring the voices and perspectives of First peoples and non-Indigenous allies and supporters. Our mission is to promote research, critical analysis, stories, standpoints, and educational resources which advance innovation within child, family, and community based-matters for First Nations, Métis, and Inuit, as well as Indigenous peoples abroad. [From Publisher]
Document
Author(s):
First Nations Education Steering Committee (author)
Title:
First Peoples Principles of Learning
Publication Info:
Teaching Education, vol. 18, iss. 4, pp. 329-342, 2008, n.d.
Formatted Citation: Use automatically-generated citations responsibly
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. [From Author]
Web Site
Author(s)/Organization:
First Nations Education Steering Committee (author)
Web Site Title:
Learning First Peoples Classroom Resources
Formatted Citation: Use automatically-generated citations responsibly
With the increased inclusion of First Peoples’ content in the changing BC curriculum, there is a need to incorporate unappropriated First Peoples’ perspectives across the curriculum. The First Nations Education Steering Committee and the First Nations Schools Association, in collaboration with teachers and partners, have developed the following Learning First Peoples series of teacher resources to support English Language Arts, Science Social Studies and Mathematics courses.

The resources reflect the First Peoples Principles of Learning as well as the Calls to Action of the Truth and Reconciliation Commission, including the call to “integrate Indigenous Knowledge and teaching methods into classrooms” and “build student capacity for intercultural understanding, empathy and mutual respect.” [From Website]
Web Site
Author(s)/Organization:
First Peoples’ Cultural Council (author)
Web Site Title:
First Peoples’ Cultural Council
Formatted Citation: Use automatically-generated citations responsibly
As a collective voice for our communities, we help preserve our cherished languages, arts and cultures – today and for the future. [From Website]
Web Site
Author(s)/Organization:
FirstVoices (author)
Web Site Title:
Explore Dialects: First Voices
Formatted Citation: Use automatically-generated citations responsibly
FirstVoices is a suite of web-based tools and services designed to support Indigenous people engaged in language archiving, language teaching and culture revitalization [From Website]
Web Site
Author(s)/Organization:
Google Earth (author)
Web Site Title:
Canada's Residential Schools: Google Earth Voyager Story
Formatted Citation: Use automatically-generated citations responsibly
Canada's Residential Schools: The residential school system is older than Confederation itself, having lasted from 1831 to 1996, and represents a dark aspect of Canadian history. These government-sponsored, church-run schools aimed to assimilate Indigenous children by taking them away from their families and forcibly eradicating their cultural identity. Residential schools have left a horrible legacy that survivors, communities and families are still struggling to overcome and heal from to this day. [From Website]
Link only works with Chrome browser.
Web Site
Author(s)/Organization:
Government of BC (author)
Web Site Title:
Indigenous Post-Secondary Education & Training
Formatted Citation: Use automatically-generated citations responsibly
Post-secondary education is key to empowering First Nations, Métis and Inuit peoples and their communities to achieve their aspirations.

The Ministry of Advanced Education, Skills & Training is dedicated to working in partnership with Indigenous communities and organizations to support First Nations, Métis and Inuit learners to succeed in an integrated, relevant and effective British Columbia post-secondary system. [From Website]

Available are a collection of action papers, Service Action Plans and more.
Web Site
Author(s)/Organization:
Government of BC (author)
Web Site Title:
K-12 Funding – Indigenous Education
Formatted Citation: Use automatically-generated citations responsibly
The Ministry of Education and Child Care provides enhanced funding to school age students of Indigenous ancestry. Enhanced funding provides culturally-appropriate educational programs and services to support the success of Indigenous students. [From Website]
Web Site
Author(s)/Organization:
Government of Canada (author)
Web Site Title:
Crown-Indigenous Relations and Northern Affairs Canada
Formatted Citation: Use automatically-generated citations responsibly
Crown-Indigenous Relations and Northern Affairs Canada (CIRNAC) continues to renew the nation-to-nation, Inuit-Crown, government-to-government relationship between Canada and First Nations, Inuit and Métis; modernize Government of Canada structures to enable Indigenous peoples to build capacity and support their vision of self-determination and lead the Government of Canada's work in the North. [From Website]
Web Site
Author(s)/Organization:
Government of Canada (author)
Web Site Title:
Indigenous Services Canada
Formatted Citation: Use automatically-generated citations responsibly
Indigenous Services Canada (ISC) works collaboratively with partners to improve access to high quality services for First Nations, Inuit and Métis. Our vision is to support and empower Indigenous peoples to independently deliver services and address the socio-economic conditions in their communities. [From Website]
Web Site
Author(s)/Organization:
Government of Canada (author)
Web Site Title:
Indigenous peoples and communities
Formatted Citation: Use automatically-generated citations responsibly
‘Indigenous peoples' is a collective name for the original peoples of North America and their descendants. Often, ‘Aboriginal peoples' is also used.

The Canadian Constitution recognizes three groups of Aboriginal peoples: Indians (more commonly referred to as First Nations), Inuit and Métis. These are three distinct peoples with unique histories, languages, cultural practices and spiritual beliefs.

More than 1.67 million people in Canada identify themselves as an Aboriginal person, according to the 2016 Census. Aboriginal peoples are:
--the fastest growing population in Canada – grew by 42.5% between 2006 and 2016
--the youngest population in Canada – about 44% were under the age of 25 in 2016 [From Website]
Book
Author/Editor(s):
Celia Haig-Brown (author)
Title:
Taking Control: Power and Contradiction in First Nations Adult Education.
Publication Info:
Vancouver: UBC Press, 2014
Call Number:
E 96.65 B7 H35 1995 (Abbotsford & Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
The study is based primarily on fieldwork conducted in the centre during the 1988-9 school year. At that time, over 400 adult students were enrolled in eleven programs ranging from basic literacy and upgrading to “skills training” including Native Public Administration, Family Violence Counselling, and Criminal Justice Studies. Selected words of the people interviewed figure prominently in the descriptions of everyday life in the centre. The author contextualizes people’s notions of taking control, first within the space where they work, a building specially created using cedar planks, glass, and hand-carved poles, and second in relation to the efforts by aboriginal people to control their formal education in British Columbia. The book also contains a brief history of the centre itself. [From Publisher]
Video
Creator(s):
Celia Haig-Brown (director); Helen Haig-Brown (director)
Title:
Pelq'ilc (Coming Home)
Producer Info:
Vancouver, BC: UBC Press, 2009
Formatted Citation: Use automatically-generated citations responsibly
Focuses on the place of education in renewing Indigenous culture and tradition. The film is part of a larger Social Science and Humanities Council funded study and is based on interviews with the children and grandchildren of residential school survivors first interviewed for a 1986 study done by Celia Haig-Brown. The offspring are actively engaging in regenerative educational initiatives such as art, language immersion schools, traditional wilderness camps and filmmaking. Helen Haig-Brown, Celia's neice and the daughter of one of the initial residential school survivors interviewed, is not only a participant and co-investigator in the project but the film's director and co-writer. The research explores with selected children and grandchildren of the survivors of residential schools the place of education in renewing culture and language. In this case, education refers to both formal schooling and other less direct approaches to teaching and learning. Specifically, the guiding question is: What is the role of education in the regeneration of Aboriginal/First Nations cultures and languages? How does it serve the re-creation of indigenous knowledges in contemporary contexts? [From Website]
Book
Author/Editor(s):
Celia Haig-Brown (editor); Kathy L. Hodgson-Smith (editor); Robert Regnier (editor); Jo-ann Archibald (editor)
Title:
Making the Spirit Dance Within: Joe Duquette High School and an Aboriginal Community
Publication Info:
Toronto: J. Lorimer & Co., 1997
Call Number:
E 96.6 J64 M34 1997 (Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
This book offers an in-depth study of a remarkable school for native students, the Joe Duquette High School in Saskatoon, Saskatchewan. The key to the school's success is its commitment to aboriginal spirituality as a guiding principle for both curriculum and human behaviour. The sacred circle, a recognition of the interrelatedness of all things, is the foundation of the school's philosophy. Sweet grass circles, trips to the sweat lodge, feasts, and respect for the teaching of Elders are central elements of the Duquette educational experience. Making the Spirit Dance Within offers a model for educating native students that stands in stark contrast to the ignorance of First Nations history and culture typical of mainstream Canadian schools. [From Publisher]
Web Site
Author(s)/Organization:
Indian Horse Productions (author)
Web Site Title:
#Next150: 150 days of Reconcili-ACTION starts now
Formatted Citation: Use automatically-generated citations responsibly
We all have a role to play in Reconciliation — take the challenge and start your journey now! [From Website]
A variety of challenges with videos, and learning materials.
Document
Author(s):
Indigenous Corporate Training, inc. (author)
Title:
Indigenous Peoples: A Guide to Terminology
Publication Info:
Toronto: J. Lorimer & Co., 1997Indigenous Corporate Training, n.d.
Formatted Citation: Use automatically-generated citations responsibly
Our free Indigenous Peoples: A Guide to Terminology ebook includes explanations of 43 different terms in use today in building Indigenous relations. It provides some great insights into usage and best terminology and also has links to videos and more. [From Website]
Web Site
Author(s)/Organization:
Indigenous Foundations UBC (author)
Web Site Title:
The Indian Act
Formatted Citation: Use automatically-generated citations responsibly
The Indian Act is a Canadian federal law that governs in matters pertaining to Indian status, bands, and Indian reserves. Throughout history it has been highly invasive and paternalistic, as it authorizes the Canadian federal government to regulate and administer in the affairs and day-to-day lives of registered Indians and reserve communities. This authority has ranged from overarching political control, such as imposing governing structures on Aboriginal communities in the form of band councils, to control over the rights of Indians to practice their culture and traditions. The Indian Act has also enabled the government to determine the land base of these groups in the form of reserves, and even to define who qualifies as Indian in the form of Indian status. [From Website]
Journal Article
Author(s):
Judy M. Iseke-Barnes (author)
Article Title:
Pedagogies for Decolonizing
Journal Info:
Canadian Journal of Native Education, vol. 31, iss. 1, pp. 123-148, 320, 2008
Formatted Citation: Use automatically-generated citations responsibly
This article provides examples of introductory activities that engage students in initial steps in understanding the systemic structure of colonization. Examples of student group responses to the activities are provided. The understandings explored by students through these activities are then taken up through Indigenous literatures in university contexts in order to contribute to the ongoing decolonization of knowledge in the university and to explore indigenous understandings of pedagogies. The author explores various themes important to the decolonizing of educational practices through discussions of (a) colonizing and decolonizing agendas, (b) disrupting government ideology, (c) decolonizing government and reclaiming Indigenous governance, (e) decolonizing spirituality and ceremony, (f) disrupting colonizing ideologies and decolonizing minds, (g) reconnecting to land, (h) decolonizing history, and (i) community-based education and decolonizing education. Conclusions drawn include the importance of engaging students in Indigenous pedagogies so that they can find support for transforming understandings through Indigenous literatures and understand strategies and opportunities to decolonize education. [From Author]
Journal Article
Author(s):
Johnson (author)
Article Title:
Indigenizing Higher Education and the Calls to Action : Awakening to Personal, Political, and Academic Responsibilities
Journal Info:
Canadian Social Work Review, vol. 33, iss. 1, pp. 133-139, 2016
Formatted Citation: Use automatically-generated citations responsibly
One human rights injustice in Canada was acknowledged by Vancouver City Council in 2014, some 128 years after the city was founded on three unceded First Nations territories. What the Vancouver City Council statement does not say is that European settlement was accomplished using the principles of the Doctrine of Discovery, racist political and religious bigotry, which effectively denied the humanity of First Nations peoples, and a drastic Indigenous population decline due to diseases such as small pox and measles. These colonial acts caused the Musqueam population to decline from an estimated 30,000 at European contact to 100 people post contact, to current estimates of over 1,200 (Musqueam, 2011, pp.39-49). During the same time period, the colonial government removed the Musqueam people from prime west coast real estate totalling 144,888 hectares, and relegated them to three tiny reserve parcels totalling 388 hectares, or 0.2% of their traditional lands (Musqueam, 2011, p. 51). Yet despite deliberate colonial actions to accomplish Musqueam erasure from the planet, the Musqueam people continue to live on their traditional lands where the mouth of the Fraser River meets the Pacific Ocean, as Shelly Johnson (Mukwa Musayett) is assistant professor in the School of Social Work at the University of British Columbia they have for the past 3,500 years. Today their recovery from the brink of obliteration is a contemporary survival story that is still not well known in Vancouver, nor at the University of British Columbia – Vancouver (UBCV), which for the past 100 years has been located on unceded Musqueam territory. One cannot help but wonder what drives this continued lack of knowledge, and if, or how the inequitable institutional occupation of Musqueam lands contributes to the silence. [From Author]
Journal Article
Author(s):
Hannah Jordt (author); Sarah L. Eddy (author); Riley Brazil (author); Ignatius Lau (author); Chelsea Mann (author); Sara E. Brownell (author); Katherine King (author); Scott Freeman (author)
Article Title:
Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
Journal Info:
CBE—Life Sciences Education, vol. 16, iss. 3, pp. ar41 1-10, 09/2017
DOI:
10.1187/cbe.16-12-0351
Formatted Citation: Use automatically-generated citations responsibly
Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. [From Author]
Report
Author(s):
Angayuqaq Oscar Kawagley (author); Ray Barnhardt (author)
Title:
Education Indigenous to Place: Western Science Meets Native Reality
Publication Info:
Alaska Univ., Fairbanks: , 1998
Formatted Citation: Use automatically-generated citations responsibly
Indigenous peoples throughout the world have sustained their unique world views and associated knowledge systems for millennia. Many core values, beliefs, and practices associated with those world views have an adaptive integrity that is as valid today as in the past. However, traditional educational processes to transmit indigenous beliefs and practices have frequently conflicted with Western formal schooling and its world view. This paper examines the relationship between Native ways of knowing and those associated with Western science and formalized schooling in order to provide a basis for an education system that respects the philosophical and pedagogical foundations of both cultural traditions. Although examples are drawn from the Alaska Native context, they illustrate issues that emerge anywhere that efforts are underway to reconnect education to a sense of place. Elements of indigenous and Western world views are contrasted. Vignettes and examples depict the obstacles to communication between state agency personnel and local elders discussing wildlife and ecology issues; a cross-cultural immersion program for non-Native educators, held at a remote camp with Native elders as instructors; areas of common ground across world views; and indigenous implications for a pedagogy of place. Educational applications of four indigenous views are discussed: long-term perspective, interconnectedness of all things, adaptation to change, and commitment to the commons. [From Author]
Report
Author(s):
Karen Kelly-Scott (author); Paula Arriagada (author)
Title:
Aboriginal peoples: Fact sheet for British Columbia
Publication Info:
Ottawa, ON: , 2016
Formatted Citation: Use automatically-generated citations responsibly
One in six Aboriginal people in Canada live in British Columbia
• Numbering 232,290, 17% of the Aboriginal identity population in Canada lived in British Columbia in 2011. They made up 5% of the total population of that province.
• Almost one in four Aboriginal people in British Columbia resided in Vancouver although they represented only 2% of the total population living there. [From Author]
Other
Author(s)/Organization:
Joanna Kidman (author)
Web Site Title:
'I follow the trail of blood'
Formatted Citation: Use automatically-generated citations responsibly
Battlefields are noisy places. First, there is the slow rumble of logging trucks on busy roads. Then there is the drone of aeroplanes passing overhead. In summer, there are cicadas and birds. In winter, the hiss of wind in the trees. In these fields, the tūpuna lie where they fell in the swamps or in unmarked graves hastily dug by survivors, with the dead piled up around them. I swear I can sometimes hear their voices.[From Author]
Video
Creator(s):
Robin Kimmerer (contributor)
Title:
Robin Kimmerer -Mishkos Kenomagwen: The Teachings of Grass
Producer Info:
Ottawa, ON: , 2016Bioneers, 2014
Formatted Citation: Use automatically-generated citations responsibly
Indigenous peoples worldwide honor plants, not only as our sustainers, but as our oldest teachers who share teachings of generosity, creativity, sustainability and joy. By their living examples, plants spur our imaginations of how we might live. By braiding indigenous Traditional Ecological Knowledge (TEK) with modern tools of botanical science, Robin Kimmerer, professor of Environmental Science and Forestry, of Potawatomi ancestry, explores the question: “If plants are our teachers, what are their lessons, and how might we become better students”? [From YouTube]
Video
Creator(s):
Wab Kinew (director)
Title:
Surviving the Survivor
Producer Info:
Ottawa, ON: , 2016Bioneers, 2014CBC, 2010
Formatted Citation: Use automatically-generated citations responsibly
A piece I did for CBC's The National... what else can I say? My dad not only survived but thrived and my son is my sole motivation for doing any good in this [From YouTube]
Other
Author(s)/Organization:
Wab Kinew (contributor); Leanne Simpson (contributor)
Web Site Title:
8th Fire
Formatted Citation: Use automatically-generated citations responsibly
With its energetic pace and stunning HD landscapes, 8th Fire propels us past prejudice, stereotypes and misunderstandings, to encounters with an impressive new generation of Indigenous people who are reclaiming both their culture and their confidence. We meet the emerging leaders, artists, activists and thinkers. We explore the best ideas for change. Above all, 8th Fire examines the way forward to a second chance to get the relationship right. Comes with accompanying Teacher Resource Guide. [From Website]
Journal Article
Author(s):
Verna J. Kirkness (author)
Article Title:
Aboriginal Peoples and Tertiary Education in Canada: Institutional Responses
Journal Info:
The London Journal of Canadian Studies, vol. 11, pp. 28-40, 1995
Note(s):
Journal at UBC. 
Formatted Citation: Use automatically-generated citations responsibly
This article discusses ways in which initiatives within tertiary institutions can change the hostile environment to user-friendly environments for Aboriginal Peoples.
Book Chapter
Author/Editor(s):
Verna J. Kirkness (author); Ray Barnhardt (author)
Chapter Title:
First Nations and Higher Education: The Four R's - Respect, Relevance, Reciprocity, Responsibility
Book Title:
Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations
Publication Info:
The London Journal of Canadian Studies, vol. 11, pp. 28-40, 1995Comparative Education Research Centre, University of Hong Kong, 2001
Formatted Citation: Use automatically-generated citations responsibly
American Indian/First Nations/Native people have been historically under-represented in the ranks of college and university graduates in Canada and the United States. From an institutional perspective, the problem has been typically defined in terms of low achievement, high attrition, poor retention, weak persistence, etc., thus placing the onus for adjustment on the student. From the perspective of the Indian student, however, the problem is often cast in more human terms, with an emphasis on the need for a higher educational system that respects them for who they are, that is relevant to their view of the world, that offers reciprocity in their relationships with others, and that helps them exercise responsibility over their own lives. This paper examines the implications of these differences in perspective and identifies ways in which initiatives within and outside of existing institutions are transforming the landscape of higher education for First Nations/American Indian people in both Canada and the United States. [From Author]
Journal Article
Author(s):
Scott Kouri (author)
Article Title:
Settler Education: Acknowledgement, Self-Location, and Settler Ethics in Teaching and Learning
Journal Info:
International Journal of Child, Youth and Family Studies, vol. 11, iss. 3, pp. 56-79, 2020-07-08
DOI:
10.18357/ijcyfs113202019700
Formatted Citation: Use automatically-generated citations responsibly
This paper begins with a critical exploration, from the location of a settler, of how land acknowledgements and practices of self-location function in child and youth care teaching and learning. I critically examine settler practices of acknowledgement, self-location, appropriation, consciousness-raising, and allyship. I use the concepts of settler ethics and responsibilities to underline the importance of accountability in child and youth care pedagogy. I argue that settlers have a responsibility to take action within the challenging ethical landscape of teaching and learning within the settler colonial context. My overall aim is to contribute to the critical and decolonizing literature in child and youth care from the location of a settler educator and child and youth care practitioner. [From Author]
Book Chapter
Author/Editor(s):
Marcella LaFever (author)
Chapter Title:
Using the Medicine Wheel for Curriculum Design in Intercultural Communication: Rethinking Learning Outcomes
Book Title:
Promoting Intercultural Communication Competencies in Higher Education
Publication Info:
International Journal of Child, Youth and Family Studies, vol. 11, iss. 3, pp. 56-79, 2020-07-08IGI Global, 2017
Call Number:
LB 2331 P764 2017 (Abbotsford)
Note(s):
This is now Ch. 32 of - Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications. 2020 date. We have the original print book at UFV - LB 2331 P764 2017
Formatted Citation: Use automatically-generated citations responsibly
In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom’s taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom’s taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered. [From Author]
Journal Article
Author(s):
Laurentian University (author)
Article Title:
Native Social Work Journal
Journal Info:
International Journal of Child, Youth and Family Studies, vol. 11, iss. 3, pp. 56-79, 2020-07-08IGI Global, 2017, 1997 -2014
Formatted Citation: Use automatically-generated citations responsibly
Nishnaabe Kinoomaadwin Naadmaadwin
Published by the School of Native Human Services - Native Social Work Journal, Laurentian University, Sudbury, Ontario. The Native Social Work Journal is registered with the Canadian Association of Learned Journals. Cover artwork by Leland Bell. An open access journal. [From Website]
Web Site
Author(s)/Organization:
Library and Archives Canada (author)
Web Site Title:
Indigenous documentary heritage initiatives
Formatted Citation: Use automatically-generated citations responsibly
Learn how Library and Archives Canada (LAC) increases access to Indigenous-related content in its collection and supports Indigenous communities to preserve First Nations, Inuit and Métis Nation cultures and languages. [From Website]
Journal Article
Author(s):
Darcy Lindberg (author)
Article Title:
Imaginary passports or the wealth of obligations: seeking the limits of adoption into indigenous societies
Journal Info:
AlterNative: An International Journal of Indigenous Peoples, vol. 14, iss. 4, pp. 326-332, 2018
DOI:
10.1177/1177180118806382
Formatted Citation: Use automatically-generated citations responsibly
Adoption into an Indigenous society can be thick with obligations and relations if the adoptee understands they are entering into a legal order that organizes and regulates their new kinship relations. Implicit within these kinship orders are limits to what inclusion into an Indigenous society provides. Conversely, adoption can be used as a thin line of extraction, aiming at social capital within Indigenous communities. Adoptions void of an understanding of the legal order they should be accountable to, may be used in a way that circumvents obligations towards Indigenous stories, knowledge systems, and law, and to continue to prop up the modes of extraction of Indigenous cultural knowledge. A turn towards Indigenous laws and legal orders provide an accountability against those who may use adoption into an Indigenous society as a means for extractive, unreciprocated, personal gain. [From Author]
Report
Author(s):
Dorothy MacKeracher (author); Theresa Suart (author); Potter, Judith (author)
Title:
State of the Field Report : Barriers to Participation in Adult Education
Publication Info:
Fredericton, New Brunswick: , 2006
Formatted Citation: Use automatically-generated citations responsibly
For most adults, participation in learning activities is a matter of choice that must be fitted into work, family and community responsibilities, and other interests and obligations. Participants in formal educational activities are more likely to be those with higher educational attainment and those between 18 and 50 years. Non-participants are more likely to be members of racial or ethnic minorities, persons over 50 years, and persons with low literacy skills, low income, and physical, sensory or learning disabilities. The Adult Education and Training Survey indicates that only 37% of adult Canadians participate in formal learning activities while the New Approach to Lifelong Learning Survey indicates that 96% participate in intentional and incidental informal learning activities. [From Author]
Journal Article
Author(s):
Shauna MacKinnon (author)
Article Title:
Critical place-based pedagogy in an inner-city university department: truth, reconciliation and neoliberal austerity
Journal Info:
Pedagogy, Culture & Society, vol. 29, iss. 1, pp. 137-154, 2021
DOI:
10.1080/14681366.2019.1694058
Formatted Citation: Use automatically-generated citations responsibly
In 2015, Canada’s Truth and Reconciliation Commission of Canada (TRC) described Canada’s residential school policy, established in the 1880’s and active through most of the 20th century, as ‘cultural genocide’. Earlier that same year, Maclean’s magazine described Winnipeg as Canada’s most racist Winnipeg. Winnipeg, situated on Treaty One territory, has the largest Indigenous population of any Canadian City. Situated in the centre of the City, The University of Winnipeg is seeking ways to respond to the TRC Calls to Action and is exploring ways to Indigenise. In this paper I describe the pedagogical approach of a small university department purposefully situated outside of the main campus in a low-income inner-city neighbourhood with a large Indigenous population. The department integrates critical, place-based pedagogies rooted in an understanding of systemic oppression. We agree that reconciliation begins with acknowledging the truth about the past and present damage caused by colonial policies. Despite the fact that what we have learned is essential to reconciliation in the postsecondary education context, we face many obstacles in a political context driven by neoliberal austerity that threatens our approach and makes reconciliation near impossible to achieve. [From Author]
Video
Creator(s):
Jessica MacVicar (director)
Title:
Whose Land Is It?
Producer Info:
University of Victoria: Victoria, 2021 July
Formatted Citation: Use automatically-generated citations responsibly
Part 1 of 3 of the video series for the research project, "Challenging Racist 'British Columbia': 150 Years and Counting". This Spring, the 150YC project will also release accompanying video content and an enhanced, interactive digital edition with direct links to primary sources, community-based resources, learning activities, and more. [From Website]
Web Site
Author(s)/Organization:
Sarah Maisey (author)
Web Site Title:
Madonna's VMA outfit: appropriation of the Berber culture?
Formatted Citation: Use automatically-generated citations responsibly
Madonna seems to be up to her old tricks again. Never shy of courting controversy, the 60-year-old singer turned up to the MTV Video Music Awards (VMAs) – bizarrely – wearing traditional Berber clothes. [From Author]
Book
Author/Editor(s):
Manitoba Education (author)
Title:
It’s Our Time First Nations Education Tool Kit
Publication Info:
University of Victoria: Victoria, 2021 JulyManitoba First Nations Education, 2020
Formatted Citation: Use automatically-generated citations responsibly
The Assembly of First Nations has developed the It’s Our Time: First Nations Education Tool Kit as the basis for a comprehensive strategy to reach out to First Nations students, teachers, schools, communities, and the Canadian public in general. [From Author]
Web Site
Author(s)/Organization:
Manitoba First Nations Education Resource Centre Inc. (author)
Web Site Title:
First Nations Perspectives Journal
Formatted Citation: Use automatically-generated citations responsibly
From the University of Manitoba. A variety of articles about Indigenizing the curriculum and more. 2008 - 2014.
Book
Author/Editor(s):
Keavy Martin (editor); Dylan Robinson (editor); David Garneau (editor)
Title:
Arts of engagement: taking aesthetic action in and beyond the Truth and Reconciliation Commission of Canada
Publication Info:
Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 2016
Series Info:
Indigenous studies series
Formatted Citation: Use automatically-generated citations responsibly
Arts of Engagement focuses on the role that music, film, visual art, and Indigenous cultural practices play in and beyond Canada's Truth and Reconciliation Commission on Indian Residential Schools. Contributors here examine the impact of aesthetic and sensory experience in residential school history, at TRC national and community events, and in artwork and exhibitions not affiliated with the TRC. Using the framework of “aesthetic action,” the essays expand the frame of aesthetics to include visual, aural, and kinetic sensory experience, and question the ways in which key components of reconciliation such as apology and witnessing have social and political effects for residential school survivors, intergenerational survivors, and settler publics. This volume makes an important contribution to the discourse on reconciliation in Canada by examining how aesthetic and sensory interventions offer alternative forms of political action and healing. These forms of aesthetic action encompass both sensory appeals to empathize and invitations to join together in alliance and new relationships as well as refusals to follow the normative scripts of reconciliation. Such refusals are important in their assertion of new terms for conciliation, terms that resist the imperatives of reconciliation as a form of resolution. This collection charts new ground by detailing the aesthetic grammars of reconciliation and conciliation. The authors document the efficacies of the TRC for the various Indigenous and settler publics it has addressed, and consider the future aesthetic actions that must be taken in order to move beyond what many have identified as the TRC's political limitations. [From Publisher]
Document
Author(s):
Heather E. McGregor (author)
Title:
Decolonizing Pedagogies Teacher Reference Booklet
Publication Info:
Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 2016Aboriginal Focus School, Vancouver School Board, March 2012
Note(s):
Found online by title - .pdf
Formatted Citation: Use automatically-generated citations responsibly
Decolonizing Pedagogies Teacher Reference Booklet presents: an overview of what “decolonizing pedagogies” means; how and why educational scholars and Indigenous educators suggest they be used to support learning in Aboriginal and non-Aboriginal education environments; examples of decolonizing pedagogies (especially in history education); and, some of the opportunities and challenges identified by educators and scholars in implementing decolonizing pedagogies. [From Author]
Book
Author/Editor(s):
Elizabeth Ann McKinley (author); Linda Tuhiwai Smith (author)
Title:
Handbook of Indigenous Education
Publication Info:
Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 2016Aboriginal Focus School, Vancouver School Board, March 2012Springer, 2019
Note(s):
Available from UFV catalogue
Formatted Citation: Use automatically-generated citations responsibly
This book is a state-of-the-art reference work that defines and frames the state of thinking, research and practice in indigenous education. The book provides an authoritative overview of the subject in one text.

The work sits within the context of The UN Declaration of the Rights of Indigenous Peoples that states “Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education” (Article 14.1). Twenty-five years ago a book of this nature would have been largely written by non-Indigenous researchers about Indigenous people and education. Today Indigenous researchers can write this work about and for themselves and others.

The book is comprehensive in its coverage. Authors are drawn from various individual jurisdictions that have significant indigenous populations where the issues include language, culture and identity, and indigenous people’s participation in society. It brings together multiple streams of research by ‘new’ indigenous voices. The book also brings together a wide range of educational topics including early childhood education, educational governance, teacher education, curriculum, pedagogy, educational psychology, etc. The focus of one body of work on Indigenous education is a welcome enhancement to the pursuit of the field of Indigenous educational aspirations and development. [From Publisher]
Book Chapter
Author/Editor(s):
Bryan McKinley (author); Jones Brayboy (author); Megan Bang (author)
Chapter Title:
Societal Issues Facing Indigenous Education: Introduction
Book Title:
Handbook of Indigenous Education
Publication Info:
Waterloo, Ontario, Canada: Wilfrid Laurier University Press, 2016Aboriginal Focus School, Vancouver School Board, March 2012Springer, 2019Springer, 2019
Formatted Citation: Use automatically-generated citations responsibly
Wider societal issues can impact significantly on the education of Indigenous Peoples, although sometimes the connections are not obvious to everyone. This section presents the reader with a wide range of current, and ongoing, challenges across a variety of Indigenous contexts. The chapters include exploring the school-prison community trajectory of Indigenous Peoples in the USA and Aotearoa New Zealand, human rights violations in South America, environmental education in the USA and the Pacific, and the engagement and support of Indigenous students and their families. Along with further chapters in other Indigenous contexts, they all relate to the reimagining of the role of Indigenous knowledges in education and identity formation processes. [From Author]
Book
Author/Editor(s):
Ministry of Advanced Education, Skills and Training (contributor)
Title:
Aboriginal Post Secondary Education and Training Policy Framework and Action Plan: 2020 Vision for the Future
Publication Info:
Victoria, BC: Ministry of Advanced Education, Skills and Training, n.d.
Formatted Citation: Use automatically-generated citations responsibly
Post-secondary education is key to unlocking the full potential of Aboriginal British Columbians and their communities, and to British Columbia’s success
as a province.
Book
Author/Editor(s):
Ministry of Education (contributor)
Title:
Aboriginal Report 2011/12 - 2015/16 How Are We Doing? Province (Public Schools Only)
Publication Info:
Victoria BC: Government of BC, November 2016
Formatted Citation: Use automatically-generated citations responsibly
The BC's government evaluation of K to K12 and post secondary education and Indigenous students. Newer versions available.
Book
Author/Editor(s):
Sylvia Moore (author)
Title:
Trickster Chases the Tale of Education
Publication Info:
Montreal, QC: McGill-Queen’s University Press, 2017
Series Info:
McGill-Queen's Indigenous and Northern Studies, no. 89
Formatted Citation: Use automatically-generated citations responsibly
Canada’s Truth and Reconciliation Commission has sparked new discussions about reforming education to move beyond colonialist representations of history and to better reflect Indigenous worldviews in the classroom. Trickster Chases the Tale of Education considers the work of educators and Mi’kmaw community members, whose collaborative projects address the learning needs of Aboriginal people.

Writing in the form of a trickster tale, Sylvia Moore contrasts Western logic and Indigenous wisdom by presenting dialogues between her own self-reflective voice and the voice of Crow, a central trickster character, in order to highlight the convergence of these two worldviews in teaching and learning. Exploring the challenges of incorporating Indigenous ways of knowing, doing, and being into education, this volume weaves together the voices of co-researchers, community members, and traditional Mi’kmaw story characters to creatively bring readers into the realm of Indigenous values. Through a detailed study of a community project to highlight the important connection between the Mi’kmaw and salmon, Moore reveals teachings of respect, reciprocity, and responsibility, and emphasizes the need for repairing and strengthening relationships with people and all other life. These dialogues demonstrate the need for educators to critically examine their assumptions about the world, decolonize their thinking, and embrace Indigenous knowledge as an essential part of curriculum. [From Publisher]
Web Site
Author(s)/Organization:
Native Land Digital (author)
Web Site Title:
NativeLand.ca
Formatted Citation: Use automatically-generated citations responsibly
Welcome to Native Land. This is a resource for North Americans (and others) to find out more about local Indigenous territories and languages. [From Website]
Web Site
Author(s)/Organization:
OISE (author)
Web Site Title:
First Nations Representation in the Media :: Deepening Knowledge: Aboriginal Peoples Curriculum Database
Formatted Citation: Use automatically-generated citations responsibly
A multimedia collection of the way First Nations are represented in the Canada's media. Last updated in 2019.
Book
Author/Editor(s):
Will Oxford (author); Canadian Language Museum (author)
Title:
Indigenous languages in Canada
Publication Info:
Toronto, ON: Canadian Language Museum, 2019
Formatted Citation: Use automatically-generated citations responsibly
This booklet is an introduction to the linguistic study of the Indigenous languages spoken in Canada. The following topics are covered:
approaching the study of Indigenous languages from an informed and respectful perspective.
the geographical distribution of Indigenous languages in Canada. some notable structural properties of Indigenous languages.
the writing systems used for Indigenous languages. the effects of contact between Indigenous and non-Indigenous languages.
the current vitality of Indigenous languages in Canada. [From Website]
Video
Creator(s):
Steve Paikin (contributor); Bob Joseph (contributor)
Title:
The Indian Act Explained
Producer Info:
Toronto, ON: Canadian Language Museum, 2019TVO, 2018, May
Formatted Citation: Use automatically-generated citations responsibly
Since 1876, the Indian Act has structured the relationship between Canada and Indigenous Peoples with profound repercussions. And though the act is well known, its detailed contents may not be. The Agenda welcomes Bob Joseph, founder of Indigenous Corporate Training, a firm specializing in cultural relations instruction, to discuss his book, "21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality." [From YouTube]
Journal Article
Author(s):
Harold Pashler (author); Mark McDaniel (author); Doug Rohrer (author); Robert Bjork (author)
Article Title:
Learning Styles: Concepts and Evidence
Journal Info:
Psychological Science in the Public Interest, vol. 9, iss. 3, pp. 105-119, December 2008
Formatted Citation: Use automatically-generated citations responsibly
The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. [From Author]
Book Chapter
Author/Editor(s):
Paula Gunn Allen (author); Sharan B. Merriam (editor)
Chapter Title:
American Indian Indigenous Pedagogy
Book Title:
Non-Western perspectives on learning and knowing
Publication Info:
Malabar, Fla: Krieger Pub. Co, 2007
Call Number:
LB 1060 N66 2007 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
Since time immemorial humans have explored ways of transmitting knowledge to their young. Devising a variety of ways over the millennia, various cultures have developed methodologies that suit the adult that they hopefully assume the child or children being raised will become. [From Author]
Journal Article
Author(s):
Cornel D. Pewewardy (author)
Article Title:
The Transformational Indigenous Praxis Model Stages for Developing Critical Consciousness in Indigenous Education
Journal Info:
Wicazo SA Review, vol. 33, iss. 1, pp. 38-69, 2018
Formatted Citation: Use automatically-generated citations responsibly
The historical and ongoing struggles for Indigenous communities in settler-designed school systems across what is now named the United States call for radical educational reform that includes a decolonized curriculum model for Indigenous children. These efforts must first acknowledge that Indigenous education existed prior to European contact and that settler-designed schools were and are detrimental to the well-being of Indigenous children and communities. Radical reform efforts must also recognize the continued systemic racism ingrained in school structures that privilege the dominant, whitestream communities and disadvantage communities of color, including Indigenous communities. [From Author]
Thesis/Dissertation
Author:
Michelle Elizabeth Pidgeon (author)
Title:
It takes more than good intentions: Institutional accountability and responsibility to Indigenous higher education
Publication Info:
Vancouver, BC: University of British Columbia, 2008
Formatted Citation: Use automatically-generated citations responsibly
An Indigenous wholistic framework is used to examine the question "what makes a university a successful place for Aboriginal students?" This study moves away from a student deficit discourse by critiquing universities from an Indigenous methodological and theoretical approach in terms of (a) how Indigenous knowledges were defined and found in universities and (b) how Indigenous understandings of success, responsibility, and accountability resonated in three universities in British Columbia, Canada. This research is grounded in Indigenous theory; however, social reproduction theory was used to explain power structures inherent in the mainstream educational system. The Indigenous research process involved a mixed methods approach. Approximately 60 interviews and four sharing circles were held with a total of 92 participants representing various stakeholders across the institution. In addition, the Undergraduate Baccalaureate Graduate Surveys. [From Author]
Web Site
Author(s)/Organization:
Ministry of Indigenous Relations and Reconciliation (author)
Web Site Title:
About First Nations Treaty Process - Province of British Columbia
Formatted Citation: Use automatically-generated citations responsibly
Treaties follow a six stage process in collaboration with the British Columbia Treaty Commission. The Ministry of Aboriginal Relations and Reconciliation leads the province's participation in Final Agreement and Agreement-in-Principle. [From Website]
Book
Author/Editor(s):
Paulette Regan (author)
Title:
Unsettling the settler within Indian residential schools, truth telling, and reconciliation in Canada
Publication Info:
Vancouver; Toronto: UBC Press, 2010
Call Number:
E 96.5 R44 2010 (Abbotsford & Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
In 2008, Canada established a Truth and Reconciliation Commission to mend the deep rifts between Aboriginal peoples and the settler society that created Canada's notorious residential school system. Unsettling the Settler Within argues that non-Aboriginal Canadians must undergo their own process of decolonization in order to truly participate in the transformative possibilities of reconciliation. Settlers must relinquish the persistent myth of themselves as peacemakers and acknowledge the destructive legacy of a society that has stubbornly ignored and devalued Indigenous experience. A compassionate call to action, this powerful book offers a new and hopeful path toward healing the wounds of the past. [From Publisher]
Web Site
Author(s)/Organization:
Jean-Paul Restoule (author)
Web Site Title:
Aboriginal Worldviews and Education: MOOC
Formatted Citation: Use automatically-generated citations responsibly
Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education. [From Website]
Book Chapter
Author/Editor(s):
Jean-Paul Restoule (author)
Chapter Title:
Where Indigenous Knowledge Lives: Bringing Indigenous Perspectives to Online Learning Environments
Book Title:
Handbook of Indigenous Education
Publication Info:
Singapore: Springer, 19 October 2017
Formatted Citation: Use automatically-generated citations responsibly
This chapter will highlight some of the challenges and opportunities specific to bringing Indigenous knowledge and perspectives to online learning environments. Drawing on two recent Indigenous education case studies – the author’s experience developing a massive open online course (MOOC) on Indigenous worldviews and codesigning an online course for principals working in First Nations schools across Canada – this chapter will discuss the opportunities and challenges of designing online learning experiences that invite all learners to engage with Indigenous knowledges, worldviews, and pedagogies in culturally appropriate, respectful, and meaningful ways. This research is based on a decolonizing theoretical framework using a critical pedagogical and relational approach to processes of knowledge production, informed by Indigenous
research methodologies and epistemological frameworks. Applying an Indigenous ethics derived from Indigenous knowledge protocols in both the course design and the subsequent analysis of data drawn from evaluations of the course, the chapter argues that indigenizing online learning spaces is possible but also fraught with the same challenges of any learning space not of our own making. [From Author]
Journal Article
Author(s):
Emily Root (author); Stephen Augustine (author); Kathy Snow (author); Mary Doucette (author)
Article Title:
Evidence of Co-learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701
Journal Info:
The Canadian Journal for the Scholarship of Teaching and Learning, vol. 10, iss. 1, 5-31-2019
DOI:
https://doi.org/10.5206/cjsotl-rcacea.2019.1.8006
Formatted Citation: Use automatically-generated citations responsibly
In the winter term of 2016, Cape Breton University launched a revised version of a second year Mi’kmaw Studies course entitled Learning from the Knowledge Keepers of Mi’kmaki (MIKM 2701). This course was designed to be led by local Elders and Knowledge keepers with facilitation support from university faculty. It was designed by course facilitators as a dual-mode course, with the opportunity for students to participate face-to-face and online, and the excitement it generated quickly went “viral.” In this paper, we describe the experiences of the participants in the course through an analysis of their own reflections on the 13 weeks of instruction. The aim of this analysis is to share course design considerations for post secondary institutions attempting to “Indigenize the academy” at a course level, but also to evaluate the process of co-learning as it was evidenced in the course as a means to address educational complexity and decolonization efforts in the classroom. [From Author]
Web Site
Author(s)/Organization:
Sage Publishing (author)
Web Site Title:
AlterNative: An International Journal of Indigenous Peoples
Formatted Citation: Use automatically-generated citations responsibly
AlterNative: An International Journal of Indigenous Peoples is an internationally peer-reviewed interdisciplinary journal published continuously online as well as in quarterly print issues. AlterNative publishes scholarly research on Indigenous worldviews and experiences of decolonization from Indigenous perspectives from around the world. AlterNative provides the latest thinking and practice in Indigenous scholarship and has become the leading source for scholarship by Indigenous peoples and for those working alongside and with Indigenous communities. [From Publisher]
Thesis/Dissertation
Author:
Naryn Searcy (author)
Title:
Integrating Indigenous and Eurocentric pedagogy within the English First Peoples curriculum
Publication Info:
Vancouver: University of British Columbia, 2016
Formatted Citation: Use automatically-generated citations responsibly
This study focuses on the incorporation of Aboriginal content and pedagogy into senior level academic secondary school courses with students of both Aboriginal and non-Aboriginal ancestry within the English First Peoples curriculum. The results reveal the positive relationship between Indigenous approaches, student engagement, and academic performance as well as challenges and tensions resulting from the merging of diverse educational perspectives. Both theoretical support for the use of Indigenous pedagogy as well as practical classroom examples are described. These findings have the potential to support educators as we move towards increased collective understanding of the necessity of the acknowledgement of Indigenous culture and perspectives both within our public education system and society as a whole. [From Author]
Book
Author/Editor(s):
Sara Sinclair (editor)
Title:
How we go home: voices from indigenous North America
Publication Info:
Chicago: Haymarket Books, 2020
Formatted Citation: Use automatically-generated citations responsibly
"How We Go Home: Voices of Indigenous North America shares contemporary first-person stories in the long and ongoing fight to protect Native land, rights, and life. ear from: Jasilyn Charger, who kickstarted a movement of Water Protectors at Standing Rock that roused the world; Gladys Radek, whose niece's disappearance led her to become a family advocate for Canada's National Inquiry into Missing and Murdered Indigenous Women and Girls; Ervin Chartrand, whose early experiences in the carceral system inform his documentaries on the overrepresentation of Indigenous people within the prison system today; Marian Naranjo, who led Santa Clara and nearby pueblos to document the environmental and cultural consequences of living next door to Los Alamos National Laboratory; and eight others. [From Publisher]
Report
Author(s):
Ashley Sisco (author)
Title:
Optimizing the Effectiveness of E-Learning for First Nations
Publication Info:
Ottawa, ON: , May 2010
Formatted Citation: Use automatically-generated citations responsibly
The education gap between First Nations people living on a reserve and non-Aboriginal people in Canada is disconcerting. E-learning has the potential to help close this gap because it is designed to minimize or eliminate the barriers (geographical, cultural, socio-economic, and historical) to educational success that First Nations people living on a reserve face. Based on a brief literature review and 18 interviews, The Conference Board of Canada found that optimizing the effectiveness of e-learning in improving the educational outcomes of First Nations people living on a reserve requires the: -better engagement of First Nations in the development and implementation of e-learning programs; -development and implementation of an e-learning strategy; -an increase in funding for e-learning programs and the supporting software licensing, technical infrastructure, equipment, and technicians; -extension of funding terms for e-learning programs; -assessment of community needs and educational outcomes; -building of tools and capacity; -development and implementation of a strategy to improve teacher engagement; -consideration of generational differences among students; -promotion of student commitment; -expansion and an increase in the flexibility of programs, with holistic program delivery; and -better integration of e-learning under the overall Indian and Northern Affairs Canada umbrella. [From Author]
Web Site
Author(s)/Organization:
Sq’éwlets - A Stó:lō-Coast Salish Community in the Fraser River Valley (author)
Web Site Title:
Historical Timeline: Sqwélqwel Our Past Is Our Future
Formatted Citation: Use automatically-generated citations responsibly
This section presents a timeline of historical sqwélqwel focusing on specific people and events from just prior to and throughout the contact era. It is presented beside a world timeline of events for the same period. Sq’éwlets historical events that took place before this period are described in the sxwōxwiyám and Archaeology sections. [From Website]
Journal Article
Author(s):
Verna St. Denis (author)
Article Title:
Silencing Aboriginal Curricular Content and Perspectives Through Multiculturalism: “There Are Other Children Here”
Journal Info:
Review of Education, Pedagogy, and Cultural Studies, vol. 33, iss. 4, pp. 306-317, 2011
DOI:
10.1080/10714413.2011.597638
Formatted Citation: Use automatically-generated citations responsibly
Recently I was invited to join a provincial discussion about the high school social science curriculum. One area of contention was whether all students should be required to take a course that would combine and integrate social studies, history, and native studies. Aware that integration of native studies content into existing courses could easily result in the erasure of native studies, I suggested, at that provincial meeting, that all students should take such a course if its starting point and continued foundation was native studies. One participant, in response to this suggestion, stated, “Aboriginal people are not the only people here.” [From Author]
Web Site
Author(s)/Organization:
Statistics Canada (author)
Web Site Title:
Statistics on Indigenous peoples
Formatted Citation: Use automatically-generated citations responsibly
A large collection profiles, key indicators of various topics including education, health, language, income and more.
Journal Article
Author(s):
S.M. Stiegelbauer (author)
Article Title:
What Is an Elder? What Do Elders Do?: First Nation Elders as Teachers in Culture-Based Urban Organizations
Journal Info:
The Canadian Journal of Native Studies, vol. XVI, iss. 1, pp. 37-66, 1996
Formatted Citation: Use automatically-generated citations responsibly
This paper discusses the nature and role of First Nation Elders in Toronto urban community organizations. It presents the Elders' own definition of what they do in these organizations, how they came to be called Elders,
what they see an Elder to be, and their relationship to the urban community. We see a natural process of aging and personal development where, as individuals grow older and accumulate knowledge and skills, they are respected for what they have learned. They are asked to teach others about culture, tradition, and "being a human being" based upon their experiences.
This teaching is seen as essential to facilitating a strong sense of cultural identity and healing, especially in urban settings. [From Author]
Video
Creator(s):
Stolo Research and Resource Management Centre (director)
Title:
Guardians of the Land: History
Producer Info:
The Canadian Journal of Native Studies, vol. XVI, iss. 1, pp. 37-66, 1996Bear Image Productions, 2019, October
Formatted Citation: Use automatically-generated citations responsibly
In these videos you will see why guardianship of these lands is important to protect for our future generations. [From YouTube]
Video
Creator(s):
Stolo Research and Resource Management Centre (director)
Title:
Guardians of the Land: Future
Producer Info:
The Canadian Journal of Native Studies, vol. XVI, iss. 1, pp. 37-66, 1996Bear Image Productions, 2019, OctoberBear Image Productions, 2019, October
Formatted Citation: Use automatically-generated citations responsibly
In these videos you will see why guardianship of these lands is important to protect for our future generations. [From YouTube]

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