Global ETD Search

1	Indigenous Knowledge and the Battle River Cree Warrior Starr, Rochelle, M. Unknown Date No description available. Indigenous Knowledge Cree Warrior Indigenous Research Methodology
2	An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth Gaudet, Janice Cindy January 2016 (has links) This research endeavour with Moose Cree First Nation provides insights into how emerging Indigenous methodologies are fundamentally grounded in an Indigenous epistemology that, for the purpose of this project, was found to be integral to youth and community wellbeing. More specifically, this project highlights an Indigenous perspective of health and wellbeing, milo pimatisiwin, that yields individual, collective and relational strengths with its focus on reconnecting youth to the land. This thesis offers methodological contributions in an effort to discuss research with Indigenous peoples beyond the participatory paradigm; it also develops on coming to know through the “visiting way” and elaborates further on Indigenous methods such as learning by doing concepts and conversational method. Discussing approaches of coloniality and settler-colonialism highlighted territoriality and land dispute issues, but most importantly here, these approaches established how the land is at the very core of the Omushkego people’s epistemology. Two land-based initiatives with Moose Cree First Nation were examined in this study. The initiatives provide insights into Indigenous resurgence as they relate to the land, to spirit, and to life stage teachings. The community experiences suggest how vital it is to center Indigenous knowledge in research and land-based initiatives for youth wellbeing as they contribute to developing, integrating and applying Indigenous methodologies, given this process is inter-related to fostering milo pimatisiwin. The Omushkegowuk people’s conceptions of health and wellbeing challenges colonial ideas and actions, and just as important, it allows for the production of knowledge within the context of Indigenous methods, experiences and wisdom. Indigenous Research Methodology Indigenous Youth Wellbeing Omushkego
3	The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects Harris, Larissa 19 April 2017 (has links) Barriers like financial constraints and travel logistics prevent Indigenous people from accessing their cultural heritage objects held by national, state, and local institutions. This can be overcome using photogrammetry to create 3D models of cultural heritage objects and housing them in virtual museums accessible via Internet-capable devices. This pilot project, working with the White Earth Band of Ojibwe on the White Earth Reservation in Minnesota, followed appropriate museology and communities of practice approaches to meet the concerns, desires, and budget of the tribal members to provide them unfettered access to cultural heritage objects. Because this approach presents cultural objects as 3D models, which can be 'manipulated' as if physically held, it offers visitors more meaningful engagement than they would have with single-dimension, restricted access museum displays. This project focusing on ten cultural heritage objects serves as a foundation on which similar digital museum projects initiated by Indigenous communities can build. / May 2017 Cultural heritage White Earth Nation Indigenous research methodology Digital knowledge repatriation 3D cultural heritage surrogates
4	Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint January 2015 (has links) abstract: The overarching purpose of my dissertation is to offer one Pueblo perspective about research and health education to contribute to critical dialogue among Pueblo people so that relevant research and health education approaches grounded in Pueblo thinking can emerge. Research was a pebble in my shoe that caused me great discomfort as I walked within academia during the many years I worked as a health educator at a university, and continues to bother me. The purpose of my journal article is to discuss why much mainstream research is problematic from a Pueblo Indian standpoint and to explore considerations for research with Pueblo people. The purpose of my book chapter is to reflect on my experiences as a Pueblo Indian health educator to add to the discussion about the importance of grounding Pueblo health education in local Pueblo knowledge systems and to discuss the limitations of delivering health education primarily grounded in a western biomedical disease model. Finally, my policy brief is an urgent call to action for tribal leaders regarding a recent change to the New Mexico Department of Health's race and ethnicity presentation in health data standard. This change resulted in 39,636 American Indians and Alaska Natives in New Mexico being reclassified as Hispanic. It is my intention to connect my ideas about research and health education with the work of other Pueblo scholars to add to the growing body of Pueblo informed writing to contribute to current and future scholarship that will ultimately benefit Pueblo people. / Dissertation/Thesis / Doctoral Dissertation Social Justice and Human Rights 2015 Native American studies Health education Social research Health Education Indigenous Health Indigenous Research Methodology Justice Studies Pueblo Indian
5	Ḥaaḥuupa and fisheries: an indigenous methodological approach to Tla-o-qui-aht knowledge systems in support of community renewal Milne, Saul D.H. 30 May 2022 (has links) Indigenous research methodologies encourage indigenous scholars and allies to re-make research. Deliberately positioning academic inquiry as part of a research design, research can sustain and renew a community’s ability to engage their political priorities while fostering a transition back to community-based knowledge production. In this dissertation, I report on two research projects I was involved in that were led by Tla-o-qui-aht First Nations. Both projects examine Tla-o-qui-aht knowledge systems and values in relation to other lifeforms like salmon. I document how the Tla-o-qui-aht community and I, as a researcher, navigated a series of existing institutional and community-based ethical processes together and were able to create new ones to guide our research as well as research in the future. These processes included: creating a Tla-o-qui-aht Research Liaison position, establishing a Traditional Resource Committee for the review of all research involving Tla-o-qui-aht, and relocating the researcher to the community. The practices emerging from these processes reoriented Tla-o-qui-aht First Nations’ research accountabilities toward their ḥaw̓iiḥ (hereditary chiefs) and ḥatkm̓iiḥ (high-ranking women) as part of their regeneration of their relationships with the ḥaḥuułi (chiefly territories). This praxis of indigenous research in Tla-o-qui-aht ḥaḥuułi, that is, ensuring that practice is informed by community knowledge, demonstrates the importance of placing research leadership in the community. By situating leadership and researcher in community the ontologies of Tla-o-qui-aht knowledge systems emerged as a way to describe dissonance, recentre lived values and imagine possible futures of abundance. The use of filming as research method, centring Ciiqciqasa (speaking Nuučaan̓ułʔath), digitization of community records, and analysis of existing community records of ḥaaḥuupa (teaching, storytelling) were directed by Tla-o-qui-aht and reflect how academic research can serve community renewal. / Graduate / 2023-05-31 Indigenous Research Methodology Fisheries Knowledge Systems Values Film as method Auto-methods community renewal Story as method
6	Examining the Narrative of Urban Indian Graduate Students in Classroom Spaces of a Historically and Predominately White Institution Gonzales-Miller, Shannon C. January 2020 (has links) No description available. Education
7	Language, Power, and Race: A Comparative Approach to the Sociopolitics of English Jaimungal, Cristina S. 26 November 2013 (has links) This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race. Politics of Language Race Language Policy Power Japan Trinidad and Tobago Language Education Education Anti-racism research methodology Language Politics Language Production Commodification of Language Racialized Bodies and Language Colonialism English International Communication Education Policy Language Ideology Critical Language Theory Comparative Theory Sociopolitics of English Auto-ethnography Linguicide Post-Colonialism Indigenous Research Methodology 0534 0631 0282 0700 0344 0279 0340 0530
8	Language, Power, and Race: A Comparative Approach to the Sociopolitics of English Jaimungal, Cristina S. 26 November 2013 (has links) This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race. Politics of Language Race Language Policy Power Japan Trinidad and Tobago Language Education Education Anti-racism research methodology Language Politics Language Production Commodification of Language Racialized Bodies and Language Colonialism English International Communication Education Policy Language Ideology Critical Language Theory Comparative Theory Sociopolitics of English Auto-ethnography Linguicide Post-Colonialism Indigenous Research Methodology 0534 0631 0282 0700 0344 0279 0340 0530
9	The transformative power of T’xwelátse: a collaborative case study in search of new approaches to Indigenous cultural repatriation processes Campbell, Emmy-Lou 13 July 2010 (has links) This collaborative study investigates the events that led to the repatriation of the Stone T’xwelátse from the Burke Museum of Natural History, University of Washington Seattle, USA to the Noxwsá7aq people of Deming Washington, USA and to the Stó:lō people of Chilliwack, B.C. Canada. Stone T’xwelátse is the first ancestor of the Chilliwack people who was transformed to stone by the transformer This research grew out of the desire to learn about and share the positive lessons learned during the repatriation process and to investigate if these experiences could benefit repatriation processes in Canada, specifically the province of B.C. This work establishes the current legal setting for cultural repatriation processes in Canada, the United States, and internationally, tells the ancient and contemporary story of Stone T’xwelátse, and examines the impact of Indigenous law, differing worldviews, community capacity, and relationships on cultural repatriation processes. An analysis of the conflict is presented through the identification of the key challenges and successes. The events of the repatriation, as told by the research participants, support the argument for the implementation of John Paul Lederach’s Conflict Transformation Theory practices in future cultural repatriation processes. Using Participatory Action Research and Indigenous Research methodologies data was gathered through participant interviews to form the result of the study: How to Work Together in a Good Way: Recommendations for the Future for Museums, Communities, and Individuals from the Participants of the Stone T’xwelátse Repatriation Research Project and Museum Professionals. These recommendations were formed to share the lessons learned from the Stone T’xwelátse repatriation and also to state changes that the participants would like to see implemented in cultural repatriation processes in Canada. Stone T’xwelátse is now with the Stó:lō people fulfilling his role to teach the people “how to live together in a good way.” Conflict Transformation Theory Conflict Resolution Cultural Property Museum Studies Stó:lō Nooksack Tribe Burke Museum of Natural History worldview Indigenous Research Methodology Participatory Action Research Recommendations T’xwelátse

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