Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:( Indigenous education). Showing records 1 – 30 of 596 total matches.

[1] [2] [3] [4] [5] … [20]

Search Limiters

Last 2 Years | English Only

Department

Degrees

Levels

Languages

Country

▼ Search Limiters

1. Riley, Lynette. Conditions of academic success for Aboriginal students in school.

Degree: PhD, 2015, Australian Catholic University

 Despite a willingness by stakeholders to address Aboriginal education disadvantage and recent successes in outcomes, Australian education largely continues to fail to provide Aboriginal Australians… (more)

Subjects/Keywords: Indigenous Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Riley, L. (2015). Conditions of academic success for Aboriginal students in school. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/607

Chicago Manual of Style (16th Edition):

Riley, Lynette. “Conditions of academic success for Aboriginal students in school.” 2015. Doctoral Dissertation, Australian Catholic University. Accessed December 05, 2019. https://researchbank.acu.edu.au/theses/607.

MLA Handbook (7th Edition):

Riley, Lynette. “Conditions of academic success for Aboriginal students in school.” 2015. Web. 05 Dec 2019.

Vancouver:

Riley L. Conditions of academic success for Aboriginal students in school. [Internet] [Doctoral dissertation]. Australian Catholic University; 2015. [cited 2019 Dec 05]. Available from: https://researchbank.acu.edu.au/theses/607.

Council of Science Editors:

Riley L. Conditions of academic success for Aboriginal students in school. [Doctoral Dissertation]. Australian Catholic University; 2015. Available from: https://researchbank.acu.edu.au/theses/607

2. Helmer, Joyce M. The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.

Degree: 2012, Athabasca University

The goal of this study was to examine Indigenous Teaching Circles and their applicability in an online Distance Education setting. The objectives were twofold (1)… (more)

Subjects/Keywords: Indigenous education; Indigenous pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Helmer, J. M. (2012). The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/14

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Helmer, Joyce M. “The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.” 2012. Thesis, Athabasca University. Accessed December 05, 2019. http://hdl.handle.net/10791/14.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Helmer, Joyce M. “The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.” 2012. Web. 05 Dec 2019.

Vancouver:

Helmer JM. The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story. [Internet] [Thesis]. Athabasca University; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10791/14.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Helmer JM. The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story. [Thesis]. Athabasca University; 2012. Available from: http://hdl.handle.net/10791/14

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Eckersley, Mark. Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text.

Degree: Doctor of Education (EdD), 2019, Australian Catholic University

  The purpose of this ethnographic study is to investigate how non-Indigenous Australian secondary drama teachers engage with an Australian Indigenous drama text. Some studies,… (more)

Subjects/Keywords: Education; Indigenous Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eckersley, M. (2019). Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/788

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eckersley, Mark. “Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text.” 2019. Thesis, Australian Catholic University. Accessed December 05, 2019. https://researchbank.acu.edu.au/theses/788.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eckersley, Mark. “Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text.” 2019. Web. 05 Dec 2019.

Vancouver:

Eckersley M. Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text. [Internet] [Thesis]. Australian Catholic University; 2019. [cited 2019 Dec 05]. Available from: https://researchbank.acu.edu.au/theses/788.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eckersley M. Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text. [Thesis]. Australian Catholic University; 2019. Available from: https://researchbank.acu.edu.au/theses/788

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

4. King, Anna Leah. Beyond the Role of Drum and Song in Schools: A Storied Approach.

Degree: PhD, Department of Educational Policy Studies, 2016, University of Alberta

 My research reflects on the use of drum and song in schools and reveals its significance from an Anishnaabe kwe perspective. A storied approach is… (more)

Subjects/Keywords: Indigenous; Education; Drum

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

King, A. L. (2016). Beyond the Role of Drum and Song in Schools: A Storied Approach. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cw9505048d

Chicago Manual of Style (16th Edition):

King, Anna Leah. “Beyond the Role of Drum and Song in Schools: A Storied Approach.” 2016. Doctoral Dissertation, University of Alberta. Accessed December 05, 2019. https://era.library.ualberta.ca/files/cw9505048d.

MLA Handbook (7th Edition):

King, Anna Leah. “Beyond the Role of Drum and Song in Schools: A Storied Approach.” 2016. Web. 05 Dec 2019.

Vancouver:

King AL. Beyond the Role of Drum and Song in Schools: A Storied Approach. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Dec 05]. Available from: https://era.library.ualberta.ca/files/cw9505048d.

Council of Science Editors:

King AL. Beyond the Role of Drum and Song in Schools: A Storied Approach. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cw9505048d


Victoria University of Wellington

5. King, Lucy Rose. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.

Degree: 2016, Victoria University of Wellington

 Eighty percent of Indigenous children in Canada attend provincial schools off-reserve where there is no legal requirement for inclusion of Indigenous language or content in… (more)

Subjects/Keywords: Indigenous; Education; Quebec

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

King, L. R. (2016). "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5168

Chicago Manual of Style (16th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Masters Thesis, Victoria University of Wellington. Accessed December 05, 2019. http://hdl.handle.net/10063/5168.

MLA Handbook (7th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Web. 05 Dec 2019.

Vancouver:

King LR. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10063/5168.

Council of Science Editors:

King LR. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5168


University of Manitoba

6. Siemens, Jeremy. Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation.

Degree: Curriculum, Teaching and Learning, 2018, University of Manitoba

 Following the Final Report of the Truth and Reconciliation Commission of Canada—which identified education as a central tool in the work of reconciliation between Indigenous(more)

Subjects/Keywords: Education; Reconciliation; Indigenous

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Siemens, J. (2018). Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33706

Chicago Manual of Style (16th Edition):

Siemens, Jeremy. “Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation.” 2018. Masters Thesis, University of Manitoba. Accessed December 05, 2019. http://hdl.handle.net/1993/33706.

MLA Handbook (7th Edition):

Siemens, Jeremy. “Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation.” 2018. Web. 05 Dec 2019.

Vancouver:

Siemens J. Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1993/33706.

Council of Science Editors:

Siemens J. Education for reconciliation: The effects of an Indigenous course requirement on non-Indigenous students’ attitudes on reconciliation. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33706


Queens University

7. Boyce, Shannon. Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .

Degree: Education, 2015, Queens University

 What purpose does outdoor education (OE) serve? What are the overall objectives of outdoor education programs, and are these objectives helping students connect with the… (more)

Subjects/Keywords: Outdoor Education; Indigenous Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boyce, S. (2015). Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12818

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boyce, Shannon. “Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .” 2015. Thesis, Queens University. Accessed December 05, 2019. http://hdl.handle.net/1974/12818.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boyce, Shannon. “Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .” 2015. Web. 05 Dec 2019.

Vancouver:

Boyce S. Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1974/12818.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boyce S. Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/12818

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

8. Moeke-Pickering, Taima Materangatira. Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations .

Degree: 2010, University of Waikato

 This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes… (more)

Subjects/Keywords: Indigenous Education; Indigenous Research; Indigenous-based Educational programmes; Native Social Work; Maori Counselling; Indigenous pedagogies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moeke-Pickering, T. M. (2010). Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/4148

Chicago Manual of Style (16th Edition):

Moeke-Pickering, Taima Materangatira. “Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations .” 2010. Doctoral Dissertation, University of Waikato. Accessed December 05, 2019. http://hdl.handle.net/10289/4148.

MLA Handbook (7th Edition):

Moeke-Pickering, Taima Materangatira. “Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations .” 2010. Web. 05 Dec 2019.

Vancouver:

Moeke-Pickering TM. Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations . [Internet] [Doctoral dissertation]. University of Waikato; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10289/4148.

Council of Science Editors:

Moeke-Pickering TM. Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations . [Doctoral Dissertation]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4148


Leiden University

9. Charles, Lorna Dale. An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective.

Degree: 2017, Leiden University

 Archaeological studies are not part of the school curriculum in Grenada. Thus, students and the larger population have limited knowledge of previous civilisations, and this… (more)

Subjects/Keywords: Teachers Indigenous Heritage Education Grenada

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Charles, L. D. (2017). An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/52641

Chicago Manual of Style (16th Edition):

Charles, Lorna Dale. “An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective.” 2017. Masters Thesis, Leiden University. Accessed December 05, 2019. http://hdl.handle.net/1887/52641.

MLA Handbook (7th Edition):

Charles, Lorna Dale. “An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective.” 2017. Web. 05 Dec 2019.

Vancouver:

Charles LD. An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1887/52641.

Council of Science Editors:

Charles LD. An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/52641


University of Hawaii – Manoa

10. Sato, Brandy Ann. Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

Colonialism radically transformed Indigenous societies and cultures by causing great psychological, spiritual, racial, political, social, and economic trauma.… (more)

Subjects/Keywords: Hawaiian; indigenous; education; decolonization; storytelling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sato, B. A. (2015). Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sato, Brandy Ann. “Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars.” 2015. Thesis, University of Hawaii – Manoa. Accessed December 05, 2019. http://hdl.handle.net/10125/101136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sato, Brandy Ann. “Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars.” 2015. Web. 05 Dec 2019.

Vancouver:

Sato BA. Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10125/101136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sato BA. Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waikato

11. Zurob, Camila. Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui .

Degree: 2014, University of Waikato

 This research explores the stories of indigenous educators in Rapa Nui, and their engagement with the development of Rapa Nui language and culture in the… (more)

Subjects/Keywords: Indigenous education; Rapa Nui

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zurob, C. (2014). Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9007

Chicago Manual of Style (16th Edition):

Zurob, Camila. “Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui .” 2014. Masters Thesis, University of Waikato. Accessed December 05, 2019. http://hdl.handle.net/10289/9007.

MLA Handbook (7th Edition):

Zurob, Camila. “Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui .” 2014. Web. 05 Dec 2019.

Vancouver:

Zurob C. Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10289/9007.

Council of Science Editors:

Zurob C. Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/9007


University of Cape Town

12. Jacobs, Keith Ronald. The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa.

Degree: Image, School of Education, 2015, University of Cape Town

 The South African policy document of the Revised National Curriculum Statement (RNCS) for Natural Science (Department of Education, 2002), the National Curriculum Statement (NCS) for… (more)

Subjects/Keywords: Education; Indigenous knowledge systems

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jacobs, K. R. (2015). The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jacobs, Keith Ronald. “The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa.” 2015. Thesis, University of Cape Town. Accessed December 05, 2019. http://hdl.handle.net/11427/15553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jacobs, Keith Ronald. “The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa.” 2015. Web. 05 Dec 2019.

Vancouver:

Jacobs KR. The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/11427/15553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jacobs KR. The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Manitoba

13. Settee, Helen. Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience.

Degree: Educational Administration, Foundations and Psychology, 2014, University of Manitoba

 This qualitative research study Tipachimowin: Students and Professors Share Stories about their Winnipeg Education Centre Experience is a study of selected Aboriginal students and professors… (more)

Subjects/Keywords: education; teacher; Indigenous; stories

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Settee, H. (2014). Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/24067

Chicago Manual of Style (16th Edition):

Settee, Helen. “Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience.” 2014. Masters Thesis, University of Manitoba. Accessed December 05, 2019. http://hdl.handle.net/1993/24067.

MLA Handbook (7th Edition):

Settee, Helen. “Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience.” 2014. Web. 05 Dec 2019.

Vancouver:

Settee H. Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1993/24067.

Council of Science Editors:

Settee H. Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/24067


University of Manitoba

14. Forsythe, Laura. In Search of Indigenous Educational Sovereignty.

Degree: Native Studies, 2018, University of Manitoba

 Completing a comprehensive survey of the education clauses in forty-one self-governance agreements between different First Nations and the Canadian government regarding educational sovereignty demonstrates that… (more)

Subjects/Keywords: Indigenous; Sovereignty; Education; Self-government

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Forsythe, L. (2018). In Search of Indigenous Educational Sovereignty. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33372

Chicago Manual of Style (16th Edition):

Forsythe, Laura. “In Search of Indigenous Educational Sovereignty.” 2018. Masters Thesis, University of Manitoba. Accessed December 05, 2019. http://hdl.handle.net/1993/33372.

MLA Handbook (7th Edition):

Forsythe, Laura. “In Search of Indigenous Educational Sovereignty.” 2018. Web. 05 Dec 2019.

Vancouver:

Forsythe L. In Search of Indigenous Educational Sovereignty. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1993/33372.

Council of Science Editors:

Forsythe L. In Search of Indigenous Educational Sovereignty. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33372


University of Western Ontario

15. Judge, Andrew. Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.

Degree: 2018, University of Western Ontario

 In 2014 and 2015, significant efforts were made by colleges, institutes, and universities to overhaul Indigenous post secondary education in Canada. For universities, the reasons… (more)

Subjects/Keywords: Indigenous; education; relocation; human rights; Indigenous identity; health; spirituality; culture; reconciliation; Indigenous Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Judge, A. (2018). Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Judge, Andrew. “Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.” 2018. Thesis, University of Western Ontario. Accessed December 05, 2019. https://ir.lib.uwo.ca/etd/5520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Judge, Andrew. “Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.” 2018. Web. 05 Dec 2019.

Vancouver:

Judge A. Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Dec 05]. Available from: https://ir.lib.uwo.ca/etd/5520.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Judge A. Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5520

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wollongong

16. Sisco, Ashley. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.

Degree: PhD, School of Education, Faculty of Social Sciences, 2015, University of Wollongong

  Meaningful and ongoing consultations are critical to Indigenous selfdetermination in Canada and Australia. Consultations are the processes by which organizations and Indigenous communities meet… (more)

Subjects/Keywords: Indigenous; Aboriginal; two row; Indigenous education; Aboriginal education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sisco, A. (2015). Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. (Doctoral Dissertation). University of Wollongong. Retrieved from 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345

Chicago Manual of Style (16th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Doctoral Dissertation, University of Wollongong. Accessed December 05, 2019. 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345.

MLA Handbook (7th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Web. 05 Dec 2019.

Vancouver:

Sisco A. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2019 Dec 05]. Available from: 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345.

Council of Science Editors:

Sisco A. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345


Royal Roads University

17. Bighead, Lisa. Helping indigenous students at First Nations university of Canada to thrive .

Degree: 2019, Royal Roads University

 This thesis researched what makes Indigenous students thrive at FNUniv. The focus was specifically on the student perspective. This action research inquiry was led by… (more)

Subjects/Keywords: higher education; indigenous higher education; indigenous students; thriving

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bighead, L. (2019). Helping indigenous students at First Nations university of Canada to thrive . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/12653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bighead, Lisa. “Helping indigenous students at First Nations university of Canada to thrive .” 2019. Thesis, Royal Roads University. Accessed December 05, 2019. http://hdl.handle.net/10613/12653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bighead, Lisa. “Helping indigenous students at First Nations university of Canada to thrive .” 2019. Web. 05 Dec 2019.

Vancouver:

Bighead L. Helping indigenous students at First Nations university of Canada to thrive . [Internet] [Thesis]. Royal Roads University; 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10613/12653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bighead L. Helping indigenous students at First Nations university of Canada to thrive . [Thesis]. Royal Roads University; 2019. Available from: http://hdl.handle.net/10613/12653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Royal Roads University

18. Webster, Christine. Traversing culture and academy .

Degree: 2019, Royal Roads University

 This inquiry was framed in Nuu-chah-nulth worldview. This thesis comes after the announcement of the Truth and Reconciliation Commission’s (2015b) Calls to Action and demonstrates… (more)

Subjects/Keywords: higher education; Indigenous knowledge; leadership; postsecondary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webster, C. (2019). Traversing culture and academy . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/12811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Webster, Christine. “Traversing culture and academy .” 2019. Thesis, Royal Roads University. Accessed December 05, 2019. http://hdl.handle.net/10613/12811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Webster, Christine. “Traversing culture and academy .” 2019. Web. 05 Dec 2019.

Vancouver:

Webster C. Traversing culture and academy . [Internet] [Thesis]. Royal Roads University; 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10613/12811.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Webster C. Traversing culture and academy . [Thesis]. Royal Roads University; 2019. Available from: http://hdl.handle.net/10613/12811

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alberta

19. Snyder, Emily. Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis.

Degree: PhD, Department of Sociology, 2013, University of Alberta

Indigenous laws are complexly gendered yet there is a lack of research on this subject. As the field of indigenous law is growing, and as… (more)

Subjects/Keywords: Legal Education; Representation; Indigenous Feminism; Cree Law; Indigenous Feminist Legal Theory; Aesthetics; Indigenous Law

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Snyder, E. (2013). Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/h128nh653

Chicago Manual of Style (16th Edition):

Snyder, Emily. “Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis.” 2013. Doctoral Dissertation, University of Alberta. Accessed December 05, 2019. https://era.library.ualberta.ca/files/h128nh653.

MLA Handbook (7th Edition):

Snyder, Emily. “Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis.” 2013. Web. 05 Dec 2019.

Vancouver:

Snyder E. Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Dec 05]. Available from: https://era.library.ualberta.ca/files/h128nh653.

Council of Science Editors:

Snyder E. Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/h128nh653


University of Western Ontario

20. Coyne-Foresi, Melissa. A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program.

Degree: 2017, University of Western Ontario

 This mixed methods case study investigated the benefits of serving as a youth mentor to younger peers as part of the Fourth R: Uniting Our… (more)

Subjects/Keywords: Youth mentoring; Indigenous youth; cultural programming; youth engagement; Indigenous leadership; Indigenous Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Coyne-Foresi, M. (2017). A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coyne-Foresi, Melissa. “A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program.” 2017. Thesis, University of Western Ontario. Accessed December 05, 2019. https://ir.lib.uwo.ca/etd/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coyne-Foresi, Melissa. “A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program.” 2017. Web. 05 Dec 2019.

Vancouver:

Coyne-Foresi M. A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Dec 05]. Available from: https://ir.lib.uwo.ca/etd/4710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coyne-Foresi M. A Mixed Methods Exploration of Benefits for Youth Mentors in an Indigenous High School Peer Mentoring Program. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Alaribe, Charles Chinedu. Sustainability in Southeast Nigeria Through Indigenous Environmental Education.

Degree: PhD, Environmental Studies, 2015, York University

 This dissertation aims to illuminate why Indigenous Knowledge is declining in Igbo land, southeastern Nigeria, and the possibilities of using Indigenous Environmental Education to re-generate… (more)

Subjects/Keywords: Sustainability; Environmental education; Environmental studies; African indigenous knowledge; indigenous knowledge; environmental education; culturally-based environmental education; indigenous methodology; Igbo indigenous knowledge; Igbo diaspora and indigenous knowledge

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alaribe, C. C. (2015). Sustainability in Southeast Nigeria Through Indigenous Environmental Education. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/30748

Chicago Manual of Style (16th Edition):

Alaribe, Charles Chinedu. “Sustainability in Southeast Nigeria Through Indigenous Environmental Education.” 2015. Doctoral Dissertation, York University. Accessed December 05, 2019. http://hdl.handle.net/10315/30748.

MLA Handbook (7th Edition):

Alaribe, Charles Chinedu. “Sustainability in Southeast Nigeria Through Indigenous Environmental Education.” 2015. Web. 05 Dec 2019.

Vancouver:

Alaribe CC. Sustainability in Southeast Nigeria Through Indigenous Environmental Education. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10315/30748.

Council of Science Editors:

Alaribe CC. Sustainability in Southeast Nigeria Through Indigenous Environmental Education. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/30748

22. Sage, Franklin. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.

Degree: PhD, Educational Foundations & Research, 2017, University of North Dakota

  What ways can Indigenous Knowledge and Diné Knowledge Systems be useful in autoethnography doctoral research? This dissertation uses Indigenous Research Methodology and autoethnography to… (more)

Subjects/Keywords: Indigenous Autoethnography; Indigenous Knowledge System; Indigenous Research; Indigenous Research Methodology; Native American education; Navajo Knowledge System

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sage, F. (2017). Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2141

Chicago Manual of Style (16th Edition):

Sage, Franklin. “Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.” 2017. Doctoral Dissertation, University of North Dakota. Accessed December 05, 2019. https://commons.und.edu/theses/2141.

MLA Handbook (7th Edition):

Sage, Franklin. “Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.” 2017. Web. 05 Dec 2019.

Vancouver:

Sage F. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Dec 05]. Available from: https://commons.und.edu/theses/2141.

Council of Science Editors:

Sage F. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2141


University of Southern California

23. Enos, Shannon Mae Kēhaulani. Daughters of Mau: contemporary women voyagers.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Due to colonization, Native Hawaiians have been historically marginalized and disconnected from their culture, resulting in profound negative outcomes. This study explored traditional (non‐Western) forms… (more)

Subjects/Keywords: indigenous learning; indigenous knowledge; Native Hawaiian women; traditional education; voyaging

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Enos, S. M. K. (2015). Daughters of Mau: contemporary women voyagers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776

Chicago Manual of Style (16th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 05, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776.

MLA Handbook (7th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Web. 05 Dec 2019.

Vancouver:

Enos SMK. Daughters of Mau: contemporary women voyagers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776.

Council of Science Editors:

Enos SMK. Daughters of Mau: contemporary women voyagers. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776


University of Arizona

24. Graves, Victoria Marie. Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony .

Degree: 2019, University of Arizona

 This qualitative self-study written as a memoir located in the Indigenous paradigm ― signals a reference of challenge to a western worldview. As Ary, Jacobs,… (more)

Subjects/Keywords: Autoethnography; Indigenous Ecology; Indigenous Education; Memoir; Self-Study; Sociocultural Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Graves, V. M. (2019). Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/632999

Chicago Manual of Style (16th Edition):

Graves, Victoria Marie. “Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony .” 2019. Doctoral Dissertation, University of Arizona. Accessed December 05, 2019. http://hdl.handle.net/10150/632999.

MLA Handbook (7th Edition):

Graves, Victoria Marie. “Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony .” 2019. Web. 05 Dec 2019.

Vancouver:

Graves VM. Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10150/632999.

Council of Science Editors:

Graves VM. Exploring My Memoir as a Centering Place Movement toward the Nature of Indigenous Education: Dream, Vision, Spirit and Ceremony . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/632999

25. Delikat, Melissa. Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses.

Degree: PhD, 2017, Old Dominion University

Indigenous Knowledge Centers (IKC) on higher education campuses are unexplored in educational research, but they may be one of the most critical advancements in… (more)

Subjects/Keywords: Declonization; Indigenous knowledge; Internationalization at home; Medicine Wheel; Social justice; Higher Education; Higher Education Administration; Indigenous Education; Indigenous Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Delikat, M. (2017). Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49

Chicago Manual of Style (16th Edition):

Delikat, Melissa. “Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses.” 2017. Doctoral Dissertation, Old Dominion University. Accessed December 05, 2019. 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49.

MLA Handbook (7th Edition):

Delikat, Melissa. “Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses.” 2017. Web. 05 Dec 2019.

Vancouver:

Delikat M. Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Dec 05]. Available from: 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49.

Council of Science Editors:

Delikat M. Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49

26. Scaramuzzi, Igor Alexandre Badolato. De índios para índios: a escrita indígena da história.

Degree: Mestrado, Antropologia Social, 2008, University of São Paulo

No decorrer das últimas décadas, muitos grupos indígenas vêm progressivamente intensificando e ampliando a gama de relações com os mais variados setores da sociedade nacional.… (more)

Subjects/Keywords: Conhecimentos tradicionais; Educação escolar indígena; Etnologia indígena; História indígena; Indigenous education; Indigenous Ethnology; Indigenous History; indigenous Indigenous School Education; Letramento; Literacy; Traditional Knowledge

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Scaramuzzi, I. A. B. (2008). De índios para índios: a escrita indígena da história. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;

Chicago Manual of Style (16th Edition):

Scaramuzzi, Igor Alexandre Badolato. “De índios para índios: a escrita indígena da história.” 2008. Masters Thesis, University of São Paulo. Accessed December 05, 2019. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;.

MLA Handbook (7th Edition):

Scaramuzzi, Igor Alexandre Badolato. “De índios para índios: a escrita indígena da história.” 2008. Web. 05 Dec 2019.

Vancouver:

Scaramuzzi IAB. De índios para índios: a escrita indígena da história. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Dec 05]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;.

Council of Science Editors:

Scaramuzzi IAB. De índios para índios: a escrita indígena da história. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;


University of Alberta

27. Lessard, Sean Michael. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

 Drawing on an earlier narrative inquiry with youth who left school prior to graduating and an experience with creating a responsive summer school program for… (more)

Subjects/Keywords: Narrative Inquiry; Indigenous Curriculum; Aboriginal Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lessard, S. M. (2014). Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zp38wc863

Chicago Manual of Style (16th Edition):

Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.” 2014. Doctoral Dissertation, University of Alberta. Accessed December 05, 2019. https://era.library.ualberta.ca/files/zp38wc863.

MLA Handbook (7th Edition):

Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.” 2014. Web. 05 Dec 2019.

Vancouver:

Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Dec 05]. Available from: https://era.library.ualberta.ca/files/zp38wc863.

Council of Science Editors:

Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/zp38wc863

28. Fitzgerald-Ellis, Kathleen D. Examining Multiple Identity Dimensions with Native Students at a Predominantly White University.

Degree: MS, Counseling and Human Development, 2012, South Dakota State University

  There are several ways to refer to this cultural population; for the purposes of this paper, we will use “Native American” or “Native” for… (more)

Subjects/Keywords: Indigenous Education; Student Counseling and Personnel Services

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fitzgerald-Ellis, K. D. (2012). Examining Multiple Identity Dimensions with Native Students at a Predominantly White University. (Masters Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/1334

Chicago Manual of Style (16th Edition):

Fitzgerald-Ellis, Kathleen D. “Examining Multiple Identity Dimensions with Native Students at a Predominantly White University.” 2012. Masters Thesis, South Dakota State University. Accessed December 05, 2019. http://openprairie.sdstate.edu/etd/1334.

MLA Handbook (7th Edition):

Fitzgerald-Ellis, Kathleen D. “Examining Multiple Identity Dimensions with Native Students at a Predominantly White University.” 2012. Web. 05 Dec 2019.

Vancouver:

Fitzgerald-Ellis KD. Examining Multiple Identity Dimensions with Native Students at a Predominantly White University. [Internet] [Masters thesis]. South Dakota State University; 2012. [cited 2019 Dec 05]. Available from: http://openprairie.sdstate.edu/etd/1334.

Council of Science Editors:

Fitzgerald-Ellis KD. Examining Multiple Identity Dimensions with Native Students at a Predominantly White University. [Masters Thesis]. South Dakota State University; 2012. Available from: http://openprairie.sdstate.edu/etd/1334


University of Canterbury

29. Areli, Sione. Changing pedagogies: including indigenous epistemologies and inclusive practices.

Degree: 2015, University of Canterbury

 This literature review looks at a variety of sources in regards to the topic of the inclusion of indigenous epistemologies within modern pedagogy. The study… (more)

Subjects/Keywords: M?�ori; education; epistemology; indigenous; pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Areli, S. (2015). Changing pedagogies: including indigenous epistemologies and inclusive practices. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Thesis, University of Canterbury. Accessed December 05, 2019. http://hdl.handle.net/10092/11447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Web. 05 Dec 2019.

Vancouver:

Areli S. Changing pedagogies: including indigenous epistemologies and inclusive practices. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10092/11447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Areli S. Changing pedagogies: including indigenous epistemologies and inclusive practices. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

30. Cochise, Acacia. Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa.

Degree: Macmillan Brown Centre for Pacific Studies, 2013, University of Canterbury

 The following study was conducted over 21 months in the South Pacific. I served as Academic Coordinator for World Learning’s SIT’s Study Abroad program in… (more)

Subjects/Keywords: Experiential Education; Multicultural; Indigenous; Convergence; Samoa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cochise, A. (2013). Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8200

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cochise, Acacia. “Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa.” 2013. Thesis, University of Canterbury. Accessed December 05, 2019. http://hdl.handle.net/10092/8200.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cochise, Acacia. “Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa.” 2013. Web. 05 Dec 2019.

Vancouver:

Cochise A. Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10092/8200.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cochise A. Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8200

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] … [20]

.