Global ETD Search

1	Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy Chartrand, Rebecca January 2012 (has links) Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences of the author, an Anishinaabe woman, educator, parent, community member and Aboriginal education specialist, and what continues to unfold at national, provincial and local levels as “Aboriginal education” with an emphasis on what is taking place in south central Manitoba. The thesis highlights the resurgence of Indigenous ways of knowing, teaching and learning, specifically Anishinaabe pedagogy, and identifies goals for education from an Anishinaabe lens that looks beyond academic success to pedagogical tools that can help restore wellness and well-being for all Canadians. / October 2016 Aboriginal Education Indigenous Education First Nations Education Anishinaabe education Anishinaabe pedagogy
2	Architecture as Weaving: How Can Architecture Contribute to the Learning of Mi'kmaq Knowledge at Dalhousie University Patterson, Duncan 18 March 2014 (has links) This architectural thesis proposes a Mi’kmaq Learning Centre on the Dalhousie University Campus in Halifax, Nova Scotia. Indigenous-led and Indigenous minded content in the post secondary environment creates space for cultural continuity and inter-cultural dialogue. First Nations faculties and support spaces are increasingly being established in post-secondary institutions across Canada. These buildings must negotiate the continental: North American First Nations culture, as well as the regional: in the case of this thesis, the Mi’kmaq culture. While the content and mode of First Nations and Mi’kmaq modes learning is hugely beneficial to all cultures, the architectural space for its application is often overlooked. This thesis project applies many methods of research and interpretation to interweave the ideas of Mi’kmaq land and First Nations learning, creating place for this pedagogy on Dalhousie University Campus. Architecture Learning Space First Nations Education Mi'kmaq University Buildings Dalhousie Campus
3	Engaging First Nations Youth through Reciprocal Intercommunity Exchange HEWITT, JUDITH M 27 January 2011 (has links) This phenomenological study of a First Nations to First Nations reciprocal student exchange elicited and explored the meanings of a reciprocal intercommunity exchange for grade 7 and 8 students in two First Nations schools. Representative student research participants from one of the schools shared their pictures, stories and memories of their experiences through photo-story (Truchon, 2007; Wang & Burris, 1997) and in a sharing circle (Lavallee, 2007). The students‟ journeys were not only physical and geographical, but also emotional and cultural. I also journeyed to an acceptance of my outsider/insider status growing up in a First Nations community. As a non-Aboriginal researcher, I negotiated a space between the demands of the academic institution and the First Nations community; and chose research methods that were congruent with Indigenous Research Methodology (Wilson, 2008; Kovach, 2009; Smith, 1999). The four themes that emerged from the data: community and relationships; culture and ceremony; connections with place, and confidence building are congruent with AFN‟s vision of “reciprocal inter-community exchanges promoting sharing of culture” (AFN, 2007) and with Cajete‟s (1999) vision of “igniting the sparkle.” These students said that: “learning about another culture made me want to learn more about my own.” Listening to these students share what was gained through this exchange and their dreams for the future revealed their hope and persistence. The example of a practice such as a reciprocal exchange which encouraged and iii engaged these youth could stimulate other First Nations communities to seek out similar educational practices that would benefit their youth. / Thesis (Master, Education) -- Queen's University, 2011-01-25 16:18:38.852
4	Inherent Acts of Self-determination: Administrative Control of Elementary Education at Six Nations, 1960-2005 Staats, Jesse A. January 2021 (has links) I collaborate with Elders of the Six Nations of the Grand River Territory – mainly former vice-principals and principals – to share their stories about elementary school administration of the community’s day schools of the 1960s, 70s, and 80s, and of the larger consolidated schools thereafter. By engaging in storywork with them, their stories reveal that as Indigenous organizations like the National Indian Brotherhood/Assembly of First Nations (NIB/AFN) warned First Nations about mistaking administrative control, or delegated authority as it framed it, as real, local control over their children’s education, vice-principals and principals in Six Nations reframed it as inherent acts of self-determination and sovereignty over education. Drawing on Audra Simpson’s nested sovereignty, and Glen Sean Coulthard’s self-recognition to produce a more accurate representation of administrative control in the community, the author argues that vice-principals and principals in Six Nations did not mistake their practice as delegated authority but instead – as inherently sovereign actors – went through a process of negotiating self-determination and sovereignty within the Department of Indian Affairs and Northern Development Canada’s (DIAND) educational framework to upset its status quo of First Nations only managing educational programs and services. If sovereignty is understood to be a process, rather than a destination as Robert Allen Warrior suggests, then vice-principals and principals exercising administrative control on a daily basis in their schools should be recognized as inherently self-determining and sovereign. By sharing their stories, they reveal that they possess the authority to determine the definition and character of administrative control at the local level. The argument’s implication being that there are alternative ways of knowing and understanding administrative control in First Nations schools, rather than the national discourse that evolved in the decades following the NIB’s Indian Control of Indian Education. / Thesis / Master of Arts (MA) / I collaborate with Elders of the Six Nations of the Grand River Territory – mainly former vice-principals and principals – to share their stories about elementary school administration of the community’s day schools of the 1960s, 70s, and 80s, and of the larger consolidated schools of the 1990s and early 2000s. By engaging in storywork with the Elders, their stories reveal that as Indigenous organizations like the National Indian Brotherhood/Assembly of First Nations (NIB/AFN) warned First Nations communities about mistaking administrative control, or delegated authority as it framed it, as real, local control over their children’s education, vice-principals and principals in Six Nations reframed it as inherent acts of self-determination and sovereignty over education. Their stories provide an alternative way of knowing and understanding administrative control in First Nations schools. First Nations Education Administrative Control Self-determination Sovereignty Six Nations of the Grand River Territory Haudenosaunee
5	Crossing the bridge: the educational leadership of First Nations Women Umpleby, Sandra Lynne 04 June 2007 (has links) ABSTRACT In North West British Columbia, First Nations women are playing an essential role in a cultural shift that is positively affecting community health and the education of Aboriginal youth. Historically, the First Peoples of the North West coast were profoundly transformed by European contact. Policies, oppressions and disease disrupted lives and communities that had existed in stasis since time immemorial. The results, described by Thomas Berger as “third world” conditions, are predictable --young and old afflicted with addictions and dysfunctions. Recently, the dominant politics have begun to acknowledge the First Nations as having a legitimate voice in the social and political processes that concern them. This research is one part of the national multi-disciplinary study, Coasts Under Stress: The Impact of Social and Environmental Restructuring on Environmental and Human Health in Canada. In this phase of the larger project, the importance of the educational and community leadership of First Nations women is recognized as they struggle to break cycles of dysfunction that afflict their communities. Increasing enrollment of coastal youth and adults in secondary school and college programs, and in educational programs on reserve over the past decade is one sign of positive change. The main purpose of my study is to explore the role of First Nations women in supporting social and educational opportunities in their villages and in society-at-large. The central research question asks what supports and barriers First Nations women encounter as they assume leadership roles within their villages and without. A purposive sample of seven women joined the research conversation, involved because of the formal leadership roles they have assumed, and because of their perceived influence on the general health of their communities and the region. Their responsibilities represent a wide spectrum of educational and community leadership, and counter a prevailing stereotype of First Nations people generally and women particularly. Carefully chosen qualitative research methods were employed to ensure consistency with Kwakwakawakw practices and protocols. Sustained dialogue was used as a way of drawing on the historical and cultural tapestry framing the research question. Given the hermeneutic nature of the study, the individual narratives became the heart of the study and a voice-centred relational data analysis followed. Analysis based on a theory that characterizes human beings as interdependent, historically and culturally contextual and embedded in a complex web of intimate and larger social relations resonates with First Nations ontology and epistemology. The narratives reveal detailed historical and cultural data, providing for enhanced cultural understanding and knowledge-based theory building. In addition to the contextual material, the narratives provide direction for Aboriginal and cross-cultural research protocols as well as an opportunity for the interested reader to “listen and learn” as Joseph Couture propounds. The stereotypes that continue to confine and condemn Aboriginal women are rightfully eroded by the life histories themselves and their illustration of the process of reclamation of Aboriginal identity. Finally, further evidence is offered for Sylvia Maracle’s assertion that Aboriginal women have been leading community development initiatives for the past thirty-five years. Education and health are the primary beneficiaries of their efforts. First Nations women First Nations education First Nations leadership Northwest coast history
6	We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario Landon, Rocky 17 December 2012 (has links) The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students. Aboriginal education Teaching Pedagogy First Nations Teaching Approaches Medicine Wheel as methodology Aboriginal success in school Collective Case study Native Education Public education for Aboriginal students Internet Schooling Teaching in First Nation communities Professional Development Teacher voices Voices of Educators Educational practitioners How to be successful teaching Aboriginal Aboriginal circle methodology School assessment Program assessment Medicine Wheel and school First Nations education counsellors Small schools and success Small First Nations schools Aboriginal Native American Aboriginal Medicine Wheel as Methodology Aboriginal research Aboriginal pedagogy First Nations schools Educational change Educational practices Educational strategies Education Distance Education in Ontario Native Native American Studies Native Peoples Pedagogical approaches Pedagogy Teacher development Teacher education Teacher attitudes Teacher effectiveness Teacher improvement Teacher professional development Teacher strategies Teacher student relationship Teacher approaches Teacher training Teaching methods Teaching techniques
7	We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario Landon, Rocky 17 December 2012 (has links) The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students. Aboriginal education Teaching Pedagogy First Nations Teaching Approaches Medicine Wheel as methodology Aboriginal success in school Collective Case study Native Education Public education for Aboriginal students Internet Schooling Teaching in First Nation communities Professional Development Teacher voices Voices of Educators Educational practitioners How to be successful teaching Aboriginal Aboriginal circle methodology School assessment Program assessment Medicine Wheel and school First Nations education counsellors Small schools and success Small First Nations schools Aboriginal Native American Aboriginal Medicine Wheel as Methodology Aboriginal research Aboriginal pedagogy First Nations schools Educational change Educational practices Educational strategies Education Distance Education in Ontario Native Native American Studies Native Peoples Pedagogical approaches Pedagogy Teacher development Teacher education Teacher attitudes Teacher effectiveness Teacher improvement Teacher professional development Teacher strategies Teacher student relationship Teacher approaches Teacher training Teaching methods Teaching techniques

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