Weaving Knowledge Systems Resource Materials

Topic: Worldviews

1 to 39 of 39 results
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]
Video
Creator(s):
Alethea Arnaquq-Baril (director)
Title:
Angry Inuk
Producer Info:
Montreal, Iqaluit: National Film Board of Canada, Unikkaat Studios Inc., 2016
Formatted Citation: Use automatically-generated citations responsibly
In her film Angry Inuk , Inuk director Alethea Arnaquq-Baril joins a new tech-savvy generation of Inuit as they campaign to challenge long-established perceptions of seal hunting. Though most commercial sealing is conducted by Inuit in the Arctic, anti-sealing activism has created a perception of the industry that denies their central role in the sealskin market. To reinsert themselves into the international discussion, these Inuit activists must inconvenience the fundraising campaigns of animal groups by using all the tricks in the social media book, and invent some of their own along the way, like “sealfies.” Seal meat is a staple food for Inuit, and many of the pelts are sold to offset the extraordinary cost of hunting. Inuit are spread across extensive lands and waters, and their tiny population is faced with a disproportionate responsibility for protecting the environment. They are pushing for a sustainable way to take part in the global economy, but in opposition stands an army of well-funded activists and well-meaning celebrities. Arnaquq-Baril and her cameras travel through the Canadian Arctic, giving voice to the people the animal activists rarely bother to meet: the hunters, the craftspeople, the families for whom the seal hunt is a critical part of their livelihood and survival. She follows a group of students to Europe, where they plead the Inuit case before a European Union panel. The film interweaves the reality of Inuit life with the story of their challenge to both the anti-sealing industry and those nations that mine resources on Inuit lands while simultaneously destroying the main sustainable economy available to the people who live there. As one student said, “We need to stop the cultural prejudice that is imposed on us by not being allowed to benefit from our natural surroundings without having to drill into the ground. And that's really all we want as a people. [From NFB]
Journal Article
Author(s):
Cheryl Bartlett (author); Murdena Marshall (author); Albert Marshall (author)
Article Title:
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
Journal Info:
Journal of Environmental Studies and Sciences, vol. 2, iss. 4, pp. 331-340, 2012
DOI:
10.1007/s13412-012-0086-8
Formatted Citation: Use automatically-generated citations responsibly
This is a process article for weaving indigenous and mainstream knowledges within science educational curricula and other science arenas, assuming participants include recognized holders of traditional ecological knowledge (we prefer “Indigenous Knowledge” or “Traditional Knowledge”) and others with expertise in mainstream science. It is based on the “Integrative Science” undergraduate program created at Cape Breton University to bring together indigenous and mainstream sciences and ways of knowing, as well as related Integrative Science endeavors in science research, application, and outreach. A brief historical outline for that experiential journey is provided and eight “Lessons Learned” listed. The first, namely “acknowledge that we need each other and must engage in a co-learning journey” is explained as key for the success of weaving efforts. The second, namely “be guided by Two-Eyed Seeing”, is considered the most profound because it is central to the whole of a co-learning journey and the article’s discussion is focussed through it. The eighth lesson, “develop an advisory council of willing, knowledgeable stakeholders”, is considered critical for sustaining success over the long-term given that institutional and community politics profoundly influence the resourcing and recruitment of any academic program and thus can help foster success, or sabotage it. The scope of relevance for Two-Eyed Seeing is broad and its uptake across Canada is sketched; the article also places it in the context of emerging theory for transdisciplinary research. The article concludes with thoughts on why “Two-Eyed Seeing” may seem to be desired or resisted as a label in different settings. [From Author]
Book
Author/Editor(s):
A.W. (Tony) Bates (author)
Title:
Teaching in a Digital Age: Guidelines for designing teaching and learning
Publication Info:
Vancouver, BC: BCcampus, 2019
Formatted Citation: Use automatically-generated citations responsibly
Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. [From Author]
Document
Author(s):
Cindy Blackstock (author)
Title:
The breath of life versus the embodiment of life: indigenous knowledge and western research
Publication Info:
Vancouver, BC: BCcampus, 2019, 2016
Formatted Citation: Use automatically-generated citations responsibly
Aboriginal peoples have lived in the lands now known as North America for at least 20,000 years (Assembly of First Nations, 1993), and yet Aboriginal child caring knowledge struggles for recognition alongside the relatively infantile western social work epistemologies (Royal Commission on Aboriginal Peoples [RCAP], 1996; Smith, 1999; Kovach, 2005; Bennett & Blackstock, 2006). Western based child welfare practice has been imposed on First Nations children for over 50 years and the outcomes have been far from impressive. There are more First Nations children in state care today than at any time in history including during the residential school era (McDonald & Ladd, 2000; Blackstock, Prakash, Loxley & Wien, 2005). These poor results have revitalized calls from First Nations for traditional knowledge, values and customs to be placed at the center of the child welfare enterprise (Blackstock, Cross, Brown, George, & Formsma, 2006; Blackstock, Bruyere, & Moreau, 2006). [From Author]
Book
Author/Editor(s):
John D. Bransford (author); National Research Council (author)
Title:
How People Learn: Brain, Mind, Experience, and School
Publication Info:
Washington, D.C.: National Academy Press, 2000
Formatted Citation: Use automatically-generated citations responsibly
When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior.
Book
Author/Editor(s):
John Bynner (author); Samantha Parsons (author)
Title:
New Light on Literacy and Numeracy
Publication Info:
London, UK: National Research and Development Centre for Adult Literacy and Numeracy, November 2006
Formatted Citation: Use automatically-generated citations responsibly
The work reported here took place against the background of a major new initiative in Britain
to understand and tackle the problem of poor literacy and numeracy in a substantial minority of the population. These concerns were fuelled by the growing body of evidence that literacy and numeracy difficulties were a major impediment to successful functioning in modern society, culminating in the work of the Moser Committee and the policy development that was the Government’s response to it, Skills for Life. [From Author]
Book
Author/Editor(s):
Canadian Council on Learning (author)
Title:
The State of Aboriginal Learning in Canada: A Holistic Approach To Measuring Success
Publication Info:
Ottawa, ON: Canadian Council on Learning, December, 2009
Formatted Citation: Use automatically-generated citations responsibly
The three main components of the Holistic Lifelong Learning Measurement Framework are: Sources and Domains of Knowledge, The Lifelong Learning Journey and Community Well-being. This new expanded approach will, for the first time, provide Aboriginal communities across Canada with a comprehensive picture of both their learning strengths and challenges. Furthermore, the measurement framework identifies what we do not know, highlighting the critical areas where current indicators do not exist. [From Author]
Journal Article
Author(s):
Chris M. Cannon (author); Wilson Justin (author); Paul Herbert (author); Charles Hubbard (author); Charlie Neyelle (author)
Article Title:
Northern Dene Constellations as Worldview Projections with Case Studies from the Ahtna, Gwich'in, and Sahtúot'ı̨nę
Journal Info:
Arctic Anthropology, vol. 56, iss. 2, pp. 1-26, 2020
Formatted Citation: Use automatically-generated citations responsibly
The sky is routinely overlooked in Northern Dene ethnology as a meaningful domain of linguistic and cultural knowledge. However, a decade of comparative ethnological research in Alaska and Canada has shown that Dene stellar knowledge is largely tied to sacred and covert knowledge systems. In this paper, we describe an Ahtna, Gwich'in, and Sahtúot'ı̨nę constellation identified as the incarnated spirit of an ancient Traveler-Transformer figure who circled the world in Distant Time. Although this Traveler is widely known in mythology, his enigmatic transformation to the sky embodies a specialized domain of knowledge rooted in the traditional beliefs and practices of medicine people. This "Traveler" constellation is not only a world custodian and archetype of an idealized medicine person, but it is also a teacher, ally, gamekeeper, and the embodiment of the world. We identify variations of this constellation throughout the Northern Dene region. [From Author]
Video
Creator(s):
Banff Events (producer); Rob Cardinal (contributor); Leroy Little Bear (contributor); Gregory Cajete (contributor)
Title:
Indigenous Knowledge and Western Science: Contrasts and Similarities Panel Discussion
Producer Info:
Banff, BC: Banff Centre, 2015
Formatted Citation: Use automatically-generated citations responsibly
Despite variations, can different forms of knowledge learn from each other without being taught in opposition or in isolation? Indigenous academics Leroy Little Bear, Dr. Gregory Cajete and Rob Cardinal examine how to create rich learning experiences by infusing traditional Indigenous knowledge with Western physics and astronomy. These esteemed panel members are moderated by science broadcaster and writer Jay Ingram in a presentation at The Banff Centre. [From Website]
Journal Article
Author(s):
Jioanna Carjuzaa (author); William G. Ruff (author)
Article Title:
When western epistemology and an indigenous worldview meet: Culturally responsive assessment in practice
Journal Info:
Journal of the Scholarship of Teaching and Learning, vol. 10, iss. 1, pp. 68-79, 2010
Formatted Citation: Use automatically-generated citations responsibly
There exists a natural tension between standards-based assessment and a multicultural perspective of assessment. The purpose of this paper was to examine issues of culturally-sensitive assessment, specifically within the context of preparing a female American Indian doctoral candidate in Educational Leadership. How does an instructor with a Western worldview fairly evaluate a research topic proposal written from an Indigenous paradigm? A case study design bounded by a single assignment and the instructor’s reflections of that assignment provided the context for examination. When the instructor and the student operate from different worldviews, there is a mismatch in expectations. Criteria for evaluating a student’s understanding from an alternative perspective need to be explored. [From Author]
Book
Author/Editor(s):
Kaleb Child (author); Scott Benwell (author)
Title:
Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
Publication Info:
Victoria, BC: British Columbia Ministry of Education, 2015
Formatted Citation: Use automatically-generated citations responsibly
A BC regional call to action for Indigenous perspectives in education.
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]
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:
Victoria, BC: British Columbia Ministry of Education, 2015BCcampus, 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):
La Donna Harris (author); Jacqueline Wasilewski (author)
Article Title:
Indigeneity, an Alternative Worldview: Four R’s (Relationship, Responsibility, Reciprocity, Redistribution) vs. Two P’s (Power and Profit). Sharing the Journey Towards Conscious Evolution
Journal Info:
Systems Research and Behavioral Science, vol. 21, iss. 5, pp. 489-503, October 11, 2004
DOI:
DOI:10.1002/sres.631
Formatted Citation: Use automatically-generated citations responsibly
La Donna Harris, founder of Americans for Indian Opportunity (AIO), discusses the two‐decade‐long collaboration between AIO and Alexander Christakis, President of ISSS, and other systems scientists. Structured dialogue processes have provided culturally resonant means through which Indigenous peoples have been able to identify and articulate their core values to broader audiences, especially the four R's (Relationship, Responsibility, Reciprocity and Redistribution). These Four R's form the core of an emerging concept, Indigeneity . The dynamic inclusivity of this value cluster has much to contribute to global discourse as we go about the task of constructing global agoras , the dialogic spaces of optimal mutual learning of the 21st century. [From Author]
Journal Article
Author(s):
Michael Anthony Hart (author)
Article Title:
Indigenous Worldviews, Knowledge, and Research: The Development of an Indigenous Research Paradigm
Journal Info:
Journal of Indigenous Voices in Social Work, vol. 1, iss. 1, pp. 1-16, 2010
Formatted Citation: Use automatically-generated citations responsibly
This article presents the initial development of one Indigenous research paradigm. The article begins with an overview of worldviews and Indigenous knowledge before addressing how these perspectives have been blinded by Eurocentric thought and practices. These sections set the background for the focus of the article, namely the development of an Indigenous research paradigm. This paradigm is based upon the framework shared by Wilson (2001), who suggested that a research paradigm consists of an ontology, epistemology, methodology, and axiology. By presenting Indigenous perspectives on each of the framework components, an Indigenous research paradigm that was used for research with Indigenous Elders and Indigenous social workers who are based within Indigenous worldviews and ways of being is presented. [From Author]
Document
Author(s):
Rex Heer (author)
Title:
A Model of Learning Objectives–based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives
Publication Info:
Journal of Indigenous Voices in Social Work, vol. 1, iss. 1, pp. 1-16, 2010, n.d.
Formatted Citation: Use automatically-generated citations responsibly
Among other modifications, Anderson and Krathwohl’s (2001) revision of the original Bloom’s taxonomy (Bloom & Krathwohl, 1956) redefines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain. [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]
Video
Creator(s):
Robin Kimmerer (contributor)
Title:
Robin Kimmerer -Mishkos Kenomagwen: The Teachings of Grass
Producer Info:
Alaska Univ., Fairbanks: , 1998Bioneers, 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]
Journal Article
Author(s):
David R. Krathwohl (author)
Article Title:
A Revision of Bloom's Taxonomy: An Overview
Journal Info:
Theory into Practice, vol. 41, iss. 4, pp. 212-218, Autumn 2002
Formatted Citation: Use automatically-generated citations responsibly
The Taxonomy of educational objectives is a framework for classifying statements of what we expect or intend students to learn as a result of instruction. The framework was conceived as a means of facilitating the exchange of test items among faculty at various universities in order to create banks of items, each measuring the same educational objective. Benjamin S. Bloom, then Associate Director of the Board of Examinations of the University of Chicago, initiated the idea, hoping that it would reduce the labor of preparing annual comprehensive examinations. To aid in his effort, he enlisted a group of measurement specialists from across the United States, many of whom repeatedly faced the same problem. This group met about twice a year beginning in 1949 to consider progress, make revisions, and plan the next steps. Their final draft was published in 1956 under the title, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Hereafter, this is referred to as the original Taxonomy. The revision of this framework, which is the subject of this issue of Theory Into Practice, was developed in much the same manner 45 years later (Anderson, Krathwohl, et al., 2001). Hereafter, this is referred to as the revised Taxonomy. [From Author]
Journal Article
Author(s):
Donna L. M. Kurtz (author)
Article Title:
Indigenous Methodologies: Traversing Indigenous and Western worldviews in research
Journal Info:
AlterNative: An International Journal of Indigenous Peoples, vol. 9, iss. 3, pp. 217-229, 2013
DOI:
10.1177/117718011300900303
Formatted Citation: Use automatically-generated citations responsibly
Using Indigenous methodologies to guide a doctoral study honouring cultural traditions and protocols was integral in working with the local community. Traditional talking circles were used to create a culturally safe environment for urban Aboriginal women to talk about their health care experiences and recommend strategies for change. The methodological research process was guided and shaped by Elders and community members sharing their knowledge and stories. This fluid non-linearity and unpredictability, common in Indigenous methodologies, challenged the researcher to stay true to the methodology while simultaneously respecting cultural protocols and traditions. The successes and challenges of embracing Indigenous methodologies in the midst of academia without losing sight of respect, commitment and accountability to Indigenous peoples and the institution are offered. [From Author]
Book
Author/Editor(s):
Alice Legat (author)
Title:
Walking the Land, Feeding the Fire: Knowledge and Stewardship Among the Tlicho Dene
Publication Info:
Tucson, AZ: University of Arizona Press, 2012
Formatted Citation: Use automatically-generated citations responsibly
In the Dene worldview, relationships form the foundation of a distinct way of knowing. For the Tlicho Dene, indigenous peoples of Canada's Northwest Territories, as stories from the past unfold as experiences in the present, so unfolds a philosophy for the future. Walking the Land, Feeding the Fire vividly shows how--through stories and relationships with all beings--Tlicho knowledge is produced and rooted in the land. Tlicho-speaking people are part of the more widespread Athapaskan-speaking community, which spans the western sub-arctic and includes pockets in British Columbia, Alberta, California, and Arizona. Anthropologist Allice Legat undertook this work at the request of Tlicho Dene community elders, who wanted to provide younger Tlicho with narratives that originated in the past but provide a way of thinking through current critical land-use issues. Legat illustrates that, for the Tlicho Dene, being knowledgeable and being of the land are one and the same. Walking the Land, Feeding the Fire marks the beginning of a new era of understanding, drawing both connections to and unique aspects of ways of knowing among other Dene peoples, such as the Western Apache. As Keith Basso did with his studies among the Western Apache in earlier decades, Legat sets a new standard for research by presenting Dene perceptions of the environment and the personal truths of the storytellers without forcing them into scientific or public-policy frameworks. Legat approaches her work as a community partner--providing a powerful methodology that will impact the way research is conducted for decades to come--and provides unique insights and understandings available only through traditional knowledge. [From Publisher]
Document
Author(s):
Leroy Little Bear (author)
Title:
Jagged Worldviews Colliding
Publication Info:
Tucson, AZ: University of Arizona Press, 2012Government of Alberta, 2000
Formatted Citation: Use automatically-generated citations responsibly
No matter how dominant a worldview is, there are always other ways of interpreting the world. Different ways of interpreting the world are manifest through different cultures, which are often in opposition to one another. One of the problems with colonialism is that it tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. The underlying differences between Aboriginal and Eurocentric worldviews make this a tenuous proposition at best. Typically, this proposition creates oppression and discrimination. [From Author]
Book
Author/Editor(s):
Sophie McCall (author); Deanna Reder (author); David Gaertner (author); Gabrielle L'Hirondelle Hill (author)
Title:
Read, listen, tell: indigenous stories from Turtle Island
Publication Info:
Tucson, AZ: University of Arizona Press, 2012Government of Alberta, 2000Wilfrid Laurier University Press, 2017
Call Number:
PS 8235 I6 R43 2017 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
The goal of Read, Listen, Tell is not only to share with readers an incredibly diverse collection of Indigenous stories, but also to transform methods of reading by bringing into the forefront practices in interpreting texts that are grounded in Indigenous knowledge and scholarship. Each of the chapters offers particular strategies for reading the stories in multiple ways, encouraging readers to expand the scope of the "short story" by including a broad range of story forms. The chapters consist of five to seven stories, accompanied by a critical essay that helps contextualize some of the questions and issues the stories raise. [From Publisher]
Journal Article
Author(s):
Michael Michie (author); Michelle Hogue (author); Joël Rioux (author)
Article Title:
The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students
Journal Info:
Research in Science Education, vol. 48, iss. 6, pp. 1205-1220, 2018
DOI:
10.1007/s11165-018-9775-y
Formatted Citation: Use automatically-generated citations responsibly
The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education through Both-Ways (BW) or Two-Eyed Seeing (TES) pedagogical and methodological approaches form the data for this paper. Their teaching experience with tertiary level Indigenous students using BW/TES pedagogies serves as case studies for the epistemic insight (knowledge about knowledge) they have gained. Each of the case studies considers the role of the Nature of Science (NOS) and potential conflicts through engagement with the two knowledge paradigms. Rather than being in conflict, the two worldviews are seen as complementary, a situation leading to epistemic insight. [From Author]
Book Chapter
Author/Editor(s):
Lisa Monchalin (author)
Chapter Title:
Introduction to an Indigenous Perspective: Ideology and Teachings
Book Title:
The colonial problem : an indigenous perspective on crime and injustice in Canada
Publication Info:
North York, Ontario, Canada: University of Toronto Press, 2017
Formatted Citation: Use automatically-generated citations responsibly
This chapter highlights some selected aspects of Indigenous knowledges and cultures, an important project of reclamation because these have been largely devalued, undermined, appropriated, and diminished by colonizers. Given the European attempts to eradicate Indigenous cultures, we must work diligently to understand what colonization has tried so hard to erase. [From Author]
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]
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]
Video
Creator(s):
John Reilly (contributor)
Title:
Judge John Reilly - My Aboriginal Education
Producer Info:
Calgary: TEDx, 2011, July
Formatted Citation: Use automatically-generated citations responsibly
At age 30, John Reilly was the youngest Provincial Court Judge ever appointed in Alberta. He presided over courts in Canmore, Banff, and Cochrane, and it was in Cochrane that he had his eyes opened to the inequities faced by aboriginal people in our justice system.

Last year, he wrote Bad Medicine: A Judge's Struggle for Justice in a First Nations Community, which chronicles the change in his worldview that came from trying to understand the aboriginal people. In this moving talk, he shares stories of how he came to have a deeper understanding of what real justice is beyond simple punishment and deterrence. [From YouTube]
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]
Journal Article
Author(s):
Margaret Robinson (author)
Article Title:
Two-Spirit Identity in a Time of Gender Fluidity
Journal Info:
Journal of Homosexuality, vol. 67, iss. 12, pp. 1675-1690, 2020
DOI:
10.1080/00918369.2019.1613853
Formatted Citation: Use automatically-generated citations responsibly
Indigenous sexual and gender minority people have been identifying as two-spirit since 1990 and are reclaiming traditional Indigenous gender terms such as nádleehí or agokwe. At the same time, Settler-dominated communities are undergoing a cultural shift toward challenging binary categories of sex and gender, causing some Settler governments to adopt a multi-gender framework reminiscent of the Indigenous systems they aimed to erase through colonial systems and practices. This article examines how shifts in Settler gender frameworks relate to traditional and contemporary understandings of gender in Indigenous nations and how Indigenous gender systems support resistance to ongoing colonization. [From Author]
Book
Author/Editor(s):
Leanne Betasamosake Simpson (author)
Title:
Dancing on our turtle's back: stories of Nishnaabeg re-creation, resurgence and a new emergence
Publication Info:
Winnipeg: Arbeiter Ring Pub, 2011
Call Number:
E 92 S56 2011 (Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
Simpson explores philosophies and pathways of regeneration, resurgence, and a new emergence through the Nishnaabeg language, Creation Stories, walks with Elders and children, celebrations and protests, and meditations on these experiences. She stresses the importance of illuminating Indigenous intellectual traditions to transform their relationship to the Canadian state. [From Publisher]
Book
Author/Editor(s):
Blair Stonechild (author)
Title:
The knowledge seeker: embracing indigenous spirituality
Publication Info:
Regina, Saskatchewan, Canada: University of Regina Press, 2016
Call Number:
E 99 C88 S76 2016 (Chilliwack)
Formatted Citation: Use automatically-generated citations responsibly
As more people ripen to understand the new world holocaust of our First Nations, Blair Stonechild's book is timely. To bring to light the spiritual relationships, attitudes, and practices of Indigenous people makes a real contribution to the world of thought.' Buffy Sainte-Marie In The Knowledge Seeker, Blair Stonechild shares his sixty-year journey of learning-from residential school to PhD and beyond-while trying to find a place for Indigenous spirituality in the classroom. Encouraged by an Elder who insisted sacred information be written down, Stonechild explores the underlying philosophy of his people's teachings to demonstrate that Indigenous spirituality can speak to our urgent, contemporary concerns. [From Publisher]
Journal Article
Author(s):
Roland G. Tharp (author)
Article Title:
Four Hundred Years of Evidence: Culture, Pedagogy, and Native America
Journal Info:
Journal of American Indian Education, vol. 45, iss. 2, pp. 6-25, 2006
Formatted Citation: Use automatically-generated citations responsibly
We see instead that a pedagogy derived
from Native American socialization practices is superior to that practiced by schools of our common tradition, even for mainstream students.
Report
Author(s):
Pamela Rose Toulouse (author)
Title:
Integrating Aboriginal teaching and values into the classroom
Publication Info:
Journal of American Indian Education, vol. 45, iss. 2, pp. 6-25, 2006, 2008
Formatted Citation: Use automatically-generated citations responsibly
A new body of research is beginning to demonstrate that Aboriginal students’ self-esteem is a key factor in their school success. An educational environment
that honours the culture, language and world view of the Aboriginal student is critical. Schools need to meaningfully represent and include Aboriginal people’s
contributions, innovations and inventions.2 Aboriginal students require a learning environment that honours who they are and where they have come from. These
strategies nurture the self-esteem – the positive interconnection between the physical, emotional-mental, intellectual and spiritual realms – of Aboriginal
students. [From Author]
Book
Author/Editor(s):
Umeek (author)
Title:
Principles of tsawalk : an indigenous approach to global crisis
Publication Info:
Vancouver: University of British Columbia Press, 2011
Call Number:
E 99 N85 A83 2012 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
In Principles of Tsawalk, hereditary chief Umeek builds upon his previous book, Tsawalk: A Nuu-chah-nulth Worldview, to elaborate an alternative framework for responding to global environmental and political crises and to indigenous peoples' poverty, dispossession, and displacement in the realms of education and politics. These problems, Umeek argues, stem from an historical and persistent failure to treat all peoples and life forms with respect and accord them constitutional recognition. By contrast, the Nuu-chah-nulth principles of recognition, consent, and continuity, embodied in songs, language, and ceremonies, hold the promise of achieving sustainable lifeways in this shared struggle for balance. [From Publisher]
Journal Article
Author(s):
Jennifer Wemigwans (author)
Article Title:
Indigenous Worldviews: Cultural Expression on the World Wide Web
Journal Info:
Canadian Woman Studies, vol. 26, iss. 3-4, pp. 31-38, 2008
Formatted Citation: Use automatically-generated citations responsibly
As for the aesthetics of the project, Four Directions Teachings was designed to avoid the simplistic rendering of metaphysical and philosophical ideas through boiled-down or stereotypical "avatars",1 nor was the project designed to reflect an "archaeological" outsider's view that merely provides and catalogues informational text and pictures; rather, it was conceived as a space where one could experience and engage with Indigenous cosmological and metaphysical teachings through symbolic imagery. This imagery was designed to be grounded in myth, and to restore some measure of respect to the sophistication of mythological thought that has been expropriated and belittled by modernity. After all, modernity sees "mythology," even its own European root myths, as quaint (or even somehow "alien") at best, "just for fun," and, as with all forms of fundamentalism, reduces myth to its simplest level-thus allowing it to become equated in modern terminology with a "lie." The intent was to create an alternate space with a more complex rendition of culture, identity and notions of community. In so doing, we hoped to get away from replicating existing physical structures and hierarchies and instead wanted to embrace an Aboriginal holistic philosophy through the interface design and presentation of the teachings. [From Author]
Book
Author/Editor(s):
Joshua Whitehead (author)
Title:
Jonny Appleseed
Publication Info:
Vancouver: Arsenal Pulp Press, 2018
Call Number:
PS 8645 H5498 J66 2018 (Abbotsford)
Formatted Citation: Use automatically-generated citations responsibly
Off the reserve and trying to find ways to live and love in the big city, Jonny Appleseed, a young Two-Spirit/Indigiqueer, becomes a cybersex worker who fetishizes himself in order to make a living. Jonny's world is a series of breakages, appendages, and linkages - and as he goes through the motions of preparing to return home for his step-father's funeral, he learns how to put together the pieces of his life. Jonny Appleseed is a unique, shattering vision of Indigenous life, full of grit, glitter, and dreams. [From Publisher]
Conference Paper
Author(s):
Gail Wilson (author); Marcus Randall (author)
Paper Title:
The Pod Room – A Group Learning Space
Proceedings:
Proceedings of the Next Generation Learning Spaces 2008 Colloquium
Publication Info:
Brisbane, Australia: University of Queensland, 2009
Formatted Citation: Use automatically-generated citations responsibly
Bond University has recently completed construction of an engaging formal teaching space, known as the Pod Room, named as a result of its pod, or kidney-shaped, group work desks. The room has been designed to facilitate interactivity, teamwork, and sociability amongst students. Our concept of this pod space is based on an innovative design that has been successfully trialled at the University of Melbourne and the University of Queensland. [From Author]
Document
Author(s):
Unknown
Title:
Two-Eyed Seeing – Elder Albert Marshall’s guiding principle for inter-cultural collaboration
Publication Info:
Brisbane, Australia: University of Queensland, 2009, 2017
Formatted Citation: Use automatically-generated citations responsibly
Mi’kmaq Elder Albert Marshall (who lives in the community of Eskasoni, Nova Scotia, in the Traditional Territory of Mi’kma’ki) coined the English phrase “Two-Eyed Seeing” many years ago for a guiding principle found in Mi’kmaq Knowledge as reflected in the language. Elder Albert is a fluent speaker of Mi’kmaq ... TwoEyed Seeing in his language is known as Etuaptmumk. [From Author]

CAUTION: Use automatically-generated citations responsibly
Always proofread automatically-generated citations before using them in your bibliography. Common errors include:

For help with proofreading your citations, please visit our tips and resources on citation styles .
1 to 39 of 39 results