subject:(Indigenous education)

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

Degree: PhD, 2015, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/607

► 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)

▼ 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 with educational outcomes and life opportunities commensurate with those of their non-Aboriginal peers. Well-intentioned and widely presumed assumptions about what works to seed success for Aboriginal students seem to prevail and are often unquestionably accepted and implemented as making a real difference in the absence of tangible proof and systemic results. Whilst a diversity of interventions have been implemented they are small-scale in nature, have not been rigorously tested, often rely on a deficit model as opposed to what works for successful students, and have not resulted in fuelling systemic change. Lack of reliable data is impeding progress in addressing the educational disadvantage that Aboriginal children suffer and the development of new solutions for interventions aimed at enhancing the educational outcomes of Aboriginal students. Theory, research, and practice are all inextricably intertwined; neglect in any one area will undermine the others. The overarching purpose of this research was to determine what conditions surround Aboriginal students in achieving sound academic outcomes, using information gleaned from the NSW Aboriginal Education Review (AER, 2004) to determine a theoretical model of the conditions of success for Aboriginal students (also see Craven, 2006). The research aims to gain information from those students most affected by educational outcomes and the least engaged in research. This research in focusing on Aboriginal students who have been placed in the top 10%–25% as evidenced in their NAPLAN Year 5 tests, has taken a qualitative approach across seven primary schools in the NSW public education system: three Metropolitan and four Regional schools. The research was carried out with N=34 Aboriginal students, using in-depth interview techniques through use of individual brainstorm focus session and photography to elicit Aboriginal students’ perspectives as to the conditions they believed most supported their achieving sound academic outcomes. This was further strengthened by in-depth interviews with key stakeholders in students’ achieving academic success: their parents; teachers the student had in Years 3, 4 and 5; principals and Aboriginal staff in the selected schools. The findings in this research whilst supporting much of the theorised determinants provide valuable insights and practical recommendations specifically in the practice of teaching Aboriginal students and in provision of support which may assist in raising academic outcomes for all Aboriginal students.

Subjects/Keywords: Indigenous Education

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APA (6^th 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 (16^th Edition):

Riley, Lynette. “Conditions of academic success for Aboriginal students in school.” 2015. Doctoral Dissertation, Australian Catholic University. Accessed March 05, 2021. https://researchbank.acu.edu.au/theses/607.

MLA Handbook (7^th Edition):

Riley, Lynette. “Conditions of academic success for Aboriginal students in school.” 2015. Web. 05 Mar 2021.

Vancouver:

Riley L. Conditions of academic success for Aboriginal students in school. [Internet] [Doctoral dissertation]. Australian Catholic University; 2015. [cited 2021 Mar 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

URL: http://hdl.handle.net/10791/14

►

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

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APA (6^th 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 (16^th Edition):

Helmer, Joyce M. “The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.” 2012. Thesis, Athabasca University. Accessed March 05, 2021. 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 (7^th Edition):

Helmer, Joyce M. “The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.” 2012. Web. 05 Mar 2021.

Vancouver:

Helmer JM. The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story. [Internet] [Thesis]. Athabasca University; 2012. [cited 2021 Mar 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

URL: https://researchbank.acu.edu.au/theses/788

► 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)

▼ 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, such as those of Moriarty (1995) and Harrison and Greenfield (2011), have focused on the implementation and teaching of ‘Aboriginal Studies’ and ‘Aboriginal Culture’. There is a gap in scholarly literature relating to the way teachers engage with Indigenous Australian perspectives and texts. In this research, I address the following question: ‘How do non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) engage with Indigenous Australian drama texts and what effects does this have on ‘ways of seeing’ that develops knowledge and understanding?’ Ethnographic and case study research is used to examine how non-Indigenous Victorian secondary school drama teachers (NIVSSDTs) perceive and make sense of an Indigenous Australian drama text. A case study was conducted that included four NIVSSDTs in an ethnographic study of their teaching of an Indigenous drama text. Data collection was based on three data collection methods. First, semi-structured interviews with each of the four NIVSSDTs were undertaken. Second, visual journals of the NIVSSDTs were examined. Finally, discussion in forums involving the participants took place. The case design was informed by Indigenous Australian Aboriginal pedagogy of cultural interface as represented in the eight-stage model of Yunkaporta (2009) and the work on privileging Indigenous Australian ‘ways of Knowing’ by Rigney (1997), Smith (1999), Nakata (2003), Foley (2002) and Blair (2015). Important also to the data analysis were ‘theories of visuality’, especially the conceptual frameworks of reception theory (Hall 1980). Findings from the study were that NIVSSDTs primarily adopt hegemonic or negotiated operating positions especially when concentrating on exam criteria. Negotiated positioning is more evident when NIVSSDTs concentrate on story, themes and contexts. NIVSSDTs tended to aestheticise, objectify and engage with Indigenous Australian cultures positioning Indigenous ‘ways of Knowing’ on the periphery of Western knowledge constructs. Lack of meaningful consultation with Indigenous Australian knowledge holders is also evident. The significance of my research lies in its contribution to knowledge about social, cultural and political issues surrounding Non-Indigenous teachers’ engagement with Indigenous cultures and ‘ways of Knowing'.

Subjects/Keywords: Education; Indigenous Education

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APA (6^th 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 (16^th 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 March 05, 2021. 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 (7^th Edition):

Eckersley, Mark. “Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text.” 2019. Web. 05 Mar 2021.

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 2021 Mar 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

URL: https://era.library.ualberta.ca/files/cw9505048d

► 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

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APA (6^th 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 (16^th Edition):

King, Anna Leah. “Beyond the Role of Drum and Song in Schools: A Storied Approach.” 2016. Doctoral Dissertation, University of Alberta. Accessed March 05, 2021. https://era.library.ualberta.ca/files/cw9505048d.

MLA Handbook (7^th Edition):

King, Anna Leah. “Beyond the Role of Drum and Song in Schools: A Storied Approach.” 2016. Web. 05 Mar 2021.

Vancouver:

King AL. Beyond the Role of Drum and Song in Schools: A Storied Approach. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2021 Mar 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

URL: http://hdl.handle.net/10063/5168

► 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)

▼ 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 the curriculum. This has implications for the twin challenges currently faced by Indigenous communities in Canada of maintaining traditional cultures and languages while also overcoming a large gap in educational achievement between Indigenous and non-Indigenous children. While the challenges are well understood, there has been little research into these issues from the perspective of the primary stakeholders in education: children. This qualitative study explores the perspectives of four Cree children, their family members, and some teachers through a critical, social constructivist lens in the context of a James Bay Cree community in northern Quebec, Canada. This study asks, “How do Cree children who live on a reserve and attend non-Indigenous schools, and their families, make space for the expression and maintenance of their language and culture in daily life?” The data analysed include a ‘photovoice’ project conducted with the four students, and focus group discussions held with the children, their families, and teachers. The findings demonstrate that families maintain Cree traditions through land-based activities like hunting, supported by intergenerational teaching within the family. Although participants expressed cautious optimism for language maintenance, students and parents perceived that Cree knowledge has no place outside of Cree communities. Teachers felt constrained by their lack of confidence, resources or government mandate for including Cree content. Overall, between Indigenous communities’ twin challenges of culture maintenance and school achievement, achievement appears to be valued more highly by some parents and teachers. These findings have implications for how we understand the ongoing effects of colonization, globalization, and the hegemony of dominant languages and cultures in Indigenous education. Advisors/Committee Members: Tait, Carolyn, Gleeson, Margaret.

Subjects/Keywords: Indigenous; Education; Quebec

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APA (6^th 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 (16^th 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 March 05, 2021. http://hdl.handle.net/10063/5168.

MLA Handbook (7^th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Web. 05 Mar 2021.

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 2021 Mar 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 Toronto

6. Koleszar-Green, Ruth. Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect.

Degree: PhD, 2016, University of Toronto

URL: http://hdl.handle.net/1807/73051

► This thesis explores how Guest participants have engaged with Onkwehonwe (Original People in Mohawk) worldviews as they enrol within post-secondary courses about Onkwehonwe topics, taught… (more)

▼ This thesis explores how Guest participants have engaged with Onkwehonwe (Original People in Mohawk) worldviews as they enrol within post-secondary courses about Onkwehonwe topics, taught by Onkwehonwe instructors/professors from Onkwehonwe perspectives. In order to acquire an understanding of what it means to be a Guest, I spoke to nine Elders and Traditional Teachers on expected Guest behaviour and actions. These teachings along with teachings of Wampum Belts were used to understand and analyze the stories of nineteen Guest participants. Grounded by Onkwehonwe worldviews, the methodology of this research project centered ceremony. The data collection method was storytelling in sharing circles. In hosting three large sharing circles and seven small ones, participants answered open ended questions. These circles were hosted in Toronto, Ontario between September 2014 and April 2015. The main findings of this thesis are 1) the primary, secondary and post-secondary education systems are not providing students with a historically accurate or relevant current education in relation to Onkwehonwe people, histories and topics; 2) when participants engaged in Onkwehonwe courses and pedagogies they all experienced a paradigm shift that lead to personal and professional growth; 3) this growth fuelled a desire to work in solidarity with Onkwehonwe peoples and a responsibility to share the learnings with other Guest people. This thesis is novel and contributes to scholarly discourse on Onkwehonwe research as it employs Onkwehonwe methodologies with Guest only participants (other than myself). It also offers the term Guest instead of using words like ‘non-Aboriginal’, or ‘settler’ and provides alternative ways of looking at Onkwehonwe/Guest relationships. In staying true to the data collection method of sharing circles, dissemination of the last question is as a sharing circle chapter. Individuals that are interested in how decolonial methodologies can have practical applications as well as those interested in Onkwehonwe/Guest relationships will find this work of interest. Advisors/Committee Members: Restoule, Jean Paul, Leadership, Higher and Adult Education.

Subjects/Keywords: Guests; Indigenous Education; Indigenous Worldviews; Onkwehonwe; 0740

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APA (6^th Edition):

Koleszar-Green, R. (2016). Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73051

Chicago Manual of Style (16^th Edition):

Koleszar-Green, Ruth. “Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect.” 2016. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/73051.

MLA Handbook (7^th Edition):

Koleszar-Green, Ruth. “Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect.” 2016. Web. 05 Mar 2021.

Vancouver:

Koleszar-Green R. Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/73051.

Council of Science Editors:

Koleszar-Green R. Understanding your Education: Onkwehonwe and Guests Responsibilities to Peace, Friendship and Mutual Respect. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73051

Queens University

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

Degree: Education, 2015, Queens University

URL: http://hdl.handle.net/1974/12818

► 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

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APA (6^th 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 (16^th Edition):

Boyce, Shannon. “Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .” 2015. Thesis, Queens University. Accessed March 05, 2021. 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 (7^th Edition):

Boyce, Shannon. “Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .” 2015. Web. 05 Mar 2021.

Vancouver:

Boyce S. Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum . [Internet] [Thesis]. Queens University; 2015. [cited 2021 Mar 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 Toronto

8. Scribe, Megan. Indigenous Girlhood: Narratives of Colonial Care in Law and Literature.

Degree: PhD, 2020, University of Toronto

URL: http://hdl.handle.net/1807/103368

► As Canada assumes legal responsibility over an unprecedented number of Indigenous girls entering carceral facilities, educational boarding arrangements, and foster care, it is important to… (more)

Subjects/Keywords: Child Welfare; Education; Indigenous; Indigenous Feminism; Indigenous girls; Settler Colonialism; 0626

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APA (6^th Edition):

Scribe, M. (2020). Indigenous Girlhood: Narratives of Colonial Care in Law and Literature. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/103368

Chicago Manual of Style (16^th Edition):

Scribe, Megan. “Indigenous Girlhood: Narratives of Colonial Care in Law and Literature.” 2020. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/103368.

MLA Handbook (7^th Edition):

Scribe, Megan. “Indigenous Girlhood: Narratives of Colonial Care in Law and Literature.” 2020. Web. 05 Mar 2021.

Vancouver:

Scribe M. Indigenous Girlhood: Narratives of Colonial Care in Law and Literature. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/103368.

Council of Science Editors:

Scribe M. Indigenous Girlhood: Narratives of Colonial Care in Law and Literature. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/103368

University of Western Ontario

9. Wolki, Janna M. Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study.

Degree: 2020, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/7089

► This study explores how teachers, staff, and community members in one school in the Northwest Territories are integrating Inuvialuit and Gwich’in issues, perspectives, and languages… (more)

Subjects/Keywords: Indigenous Education; Aboriginal Education; Culturally Responsive Education; Indigenous Education

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APA (6^th Edition):

Wolki, J. M. (2020). Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/7089

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

Chicago Manual of Style (16^th Edition):

Wolki, Janna M. “Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study.” 2020. Thesis, University of Western Ontario. Accessed March 05, 2021. https://ir.lib.uwo.ca/etd/7089.

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

MLA Handbook (7^th Edition):

Wolki, Janna M. “Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study.” 2020. Web. 05 Mar 2021.

Vancouver:

Wolki JM. Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2021 Mar 05]. Available from: https://ir.lib.uwo.ca/etd/7089.

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

Council of Science Editors:

Wolki JM. Integrating Gwich'in and Inuvialuit Perspectives in a Community School in the Northwest Territories: A Case Study. [Thesis]. University of Western Ontario; 2020. Available from: https://ir.lib.uwo.ca/etd/7089

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

Leiden University

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

Degree: 2017, Leiden University

URL: http://hdl.handle.net/1887/52641

► 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)

▼ 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 limited knowledge limits society’s understanding of its history. In many schools, students learn about Grenada’s post-colonial history, while ignoring its pre-Colombian past that includes the island’s indigenous inhabitants. This thesis highlights some significant deficiencies within the present structure of education which continue to effectuate a colonial type education that ignores the pre-Colombian history of Indigenous Peoples. The thesis examines the history and formation of modern Grenadian society and suggests that the role of colonialism in the formation of modern Grenadian society is a contributing factor that creates a situation in which pre-Columbian history is not considered as part of Grenada's heritage. From a theoretical perspective, the thesis attempts to make a link between national heritage and national identity. The lack of appreciation or knowledge of Grenada's heritage is a direct link to the strength of its national identity. Grenada's national identity appears to have been derailed by the colonial powers for other identities such as race and class. Thus, the thesis argues that there is a need for teacher education on pre-history and the need for curriculum development in the primary school system in the areas of History, Geography and Social Studies. The thesis further states that the dissemination of indigenous archaeological knowledge to teachers through the school curriculum in the three subject areas can help equip students with the indigenous knowledge, particularly, pre-Columbian history. The thesis makes the claim that raising awareness for the preservation and protection of indigenous heritage in the tri-island state of Grenada, is one way to overcome the myth of the non-presence of Indigenous peoples. Learning and (re)interpreting the prehistory about Grenada through archaeological data can strengthen its national heritage and build a strong sense of national identity for the current and future generations. Advisors/Committee Members: Hofman, Corinne (advisor), Strecker, Amy (advisor).

Subjects/Keywords: Teachers Indigenous Heritage Education Grenada

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APA (6^th 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 (16^th Edition):

Charles, Lorna Dale. “An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective.” 2017. Masters Thesis, Leiden University. Accessed March 05, 2021. http://hdl.handle.net/1887/52641.

MLA Handbook (7^th Edition):

Charles, Lorna Dale. “An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective.” 2017. Web. 05 Mar 2021.

Vancouver:

Charles LD. An Examination of Indigenous Heritage representation in Grenada’s Primary Schools from Teachers’ Perspective. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2021 Mar 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 KwaZulu-Natal

11. Mc Knight, Marcell. Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District.

Degree: 2015, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/13753

► A number of curriculum reforms which attracted much criticism in post apartheid South Africa have resulted in the curriculum currently adopted. Curriculum changes bring forward… (more)

▼ A number of curriculum reforms which attracted much criticism in post apartheid South Africa have resulted in the curriculum currently adopted. Curriculum changes bring forward issues concerned with the achievement in the attained curriculum of the vision of the intended curriculum through its implementation as forms of curriculum are experienced differently at various levels, largely making teachers responsible for the implementation of the intended curriculum. This qualitative case study of three Life Sciences teachers within the interpretive paradigm aims to explore teachers’ experiences of Indigenous Knowledge Systems (IKS) found in the Life Sciences curriculum at a high school in South Africa. This exploration of these experiences is done with the utilisation of a conceptual framework namely, the curricular spider web which identifies what these experiences are, which incorporates the classroom practice of the teachers. In exploring teachers’ experiences the study identifies the attitudes of the teachers’ towards IKS and the influence of these experiences which involves their attitudes on their classroom practice. Purposive and convienance sampling was used in selecting the three teachers who participated in this study. Data was generated from the participants using questionnaires, semi-structured interviews and document analysis in the form of the analysis of teacher lesson plans which were analysed using guided analysis. Findings show that the teachers have above adequate understandings of relevant concepts related to the teaching of Life Sciences, these being the Nature of Science (NOS) and Indigenous Knowledge Systems (IKS), which manifests in them having positive attitudes towards IKS which however, does not translate well in their classroom practice. As further findings show that there is a misalignment between the intended curriculum and attained curriculum. A misalignment which is a result of poor implementation of the curriculum by the teachers due to various reasons which includes a lack of understanding of components found within the curricular spider web. Advisors/Committee Members: Khoza, Simon Bhekumuzi. (advisor).

Subjects/Keywords: Education.; Indigenous knowledge systems (IKS)

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APA (6^th Edition):

Mc Knight, M. (2015). Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13753

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

Chicago Manual of Style (16^th Edition):

Mc Knight, Marcell. “Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District.” 2015. Thesis, University of KwaZulu-Natal. Accessed March 05, 2021. http://hdl.handle.net/10413/13753.

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

MLA Handbook (7^th Edition):

Mc Knight, Marcell. “Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District.” 2015. Web. 05 Mar 2021.

Vancouver:

Mc Knight M. Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10413/13753.

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

Council of Science Editors:

Mc Knight M. Teachers' experiences of indigenous knowledge systems (IKS) found in the life sciences curriculum : a case study of life sciences teachers at a high school in the Pinetown District. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13753

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

University of Waikato

12. 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

URL: http://hdl.handle.net/10289/9007

► 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)

▼ 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 primary school curriculum. It is suggested that indigenous education in the island has promoted considerable agency in the development of national intercultural policies, emphasizing the resourcefulness they have had in doing so. This will be discussed in the case of an indigenous education programme that has been worked through to allow Rapa Nui children to learn in their native language, focusing on the participation that school teachers, staff and parents have in this endeavour. Positioning myself as a non-indigenous researcher, I am interested in following up on concerns discussed by theorists of decolonization, as a response to Western determination of what constitutes research; particularly in indigenous communities. This concern is reflected in the question that the research addresses, namely how intercultural education in Rapa Nui may or may not allow a forum for indigenous children on the island to develop a culturally responsive education. The thesis narrates the conception and implementation of indigenous education in Rapa Nui in a school setting. The experience of the participants highlights the need to recognize the asymmetry that has characterized intercultural relations at school throughout the history of formal education in the island. Further, they point to a revitalizing concept of culture to create a curriculum based on the Rapa Nui knowledge tradition. By giving space to this knowledge, it in turn implies a challenge to the existing educational frameworks. Responsibility over language revitalization and enhancement of local knowledge has gradually been positioned in school, and reflection on this work highlights the need to develop strategies that involve the wider society (local and national) in creating a renewed space for indigenous knowledge. Advisors/Committee Members: Hohepa, Margie Kahukura (advisor).

Subjects/Keywords: Indigenous education; Rapa Nui

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APA (6^th 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 (16^th 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 March 05, 2021. http://hdl.handle.net/10289/9007.

MLA Handbook (7^th 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 Mar 2021.

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 2021 Mar 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

13. 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

URL: http://hdl.handle.net/11427/15553

► 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)

▼ 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 Life Science (Department of Education, 2003), and the Curriculum and Assessment Policy Statement (CAPS) for Natural Science and Life Science (Department of Education, 2011) recognises and affirms the critical role of Indigenous Knowledge Systems (IKS) in science education. These policy documents expect the science teachers to integrate indigenous knowledge in their lessons. This study strove to establish how selected high school science teachers in the Western Cape Province responded to the inclusion of indigenous knowledge in their teaching. The present study employed a multi-method approach, involving different research methods used in parallel or sequence but are not integrated until inferences are made (Johnson, Onwuegbuzie & Turner, 2007). This study took place in two main sequential data collection phases, namely, the quantitative data collection phase ((QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent are the science teachers in the Western Cape Province integrating scientific and indigenous knowledge, as required by the Department of Education? If not, what are their reasons for this? 2) What are the teachers' views about and understanding of the nature of science and indigenous knowledge as well as their views on how the two worldviews can be integrated in the classroom? 3) How effective was the treatment in enhancing the teachers' ability to integrate science and indigenous knowledge in the classroom? 4) To what extent can the model of Snively and Corsiglia (2001) be useful for measuring change as the teachers implement the integration of indigenous knowledge in the science classroom? For the QUAN phase, the researcher adapted a questionnaire and a new questionnaire, the Nature of Indigenous Knowledge Questionnaire (NOIKQ), was developed. The purpose of this questionnaire was to obtain a detailed description of high schools science teachers' understanding of scientific and indigenous knowledge, as well as the problems the teachers encounter in their implementation of Learning Outcome 3 of Life Sciences and Natural Science. After the pilot study of the questionnaire and subsequent modifications to it, data were collected. Convenience sampling and purposeful sampling characterised the samples of respondents and schools. This sampling strategy ensured a total sample of 370 high school science teachers in 80 public schools, represented by urban and township schools in the Western Cape Province. The results of the QUAN phase indicated that the teachers did not receive training on how to integrate science and indigenous knowledge, and that they did not have sufficient knowledge of indigenous knowledge to teach this aspect confidently to their learners. An inquiry was… Advisors/Committee Members: Rochford, Kevin (advisor), Laugksch, Rudiger C (advisor).

Subjects/Keywords: Education; Indigenous knowledge systems

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APA (6^th 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 (16^th 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 March 05, 2021. 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 (7^th 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 Mar 2021.

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 2021 Mar 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

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

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

URL: http://hdl.handle.net/1993/24067

► 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

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APA (6^th 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 (16^th Edition):

Settee, Helen. “Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience.” 2014. Masters Thesis, University of Manitoba. Accessed March 05, 2021. http://hdl.handle.net/1993/24067.

MLA Handbook (7^th Edition):

Settee, Helen. “Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience.” 2014. Web. 05 Mar 2021.

Vancouver:

Settee H. Tipachimowin: students and professors share stories about their Winnipeg Education Centre experience. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2021 Mar 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

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

Degree: Native Studies, 2018, University of Manitoba

URL: http://hdl.handle.net/1993/33372

► 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

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APA (6^th 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 (16^th Edition):

Forsythe, Laura. “In Search of Indigenous Educational Sovereignty.” 2018. Masters Thesis, University of Manitoba. Accessed March 05, 2021. http://hdl.handle.net/1993/33372.

MLA Handbook (7^th Edition):

Forsythe, Laura. “In Search of Indigenous Educational Sovereignty.” 2018. Web. 05 Mar 2021.

Vancouver:

Forsythe L. In Search of Indigenous Educational Sovereignty. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Mar 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 Hawaii – Manoa

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

Degree: 2015, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/101136

►

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

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APA (6^th 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 (16^th 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 March 05, 2021. 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 (7^th Edition):

Sato, Brandy Ann. “Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars.” 2015. Web. 05 Mar 2021.

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 2021 Mar 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 Western Ontario

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

Degree: 2018, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/5520

► 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)

▼ 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 are clear. University achievement rates for Indigenous peoples living in the sixty-five closest communities to where the 15 research intensive universities in Canada (U15) are located is five times lower then the national average. Three major documents outlining strategic plans identified a need to increase Indigenous faculty who represent just .3% of total academic staff at U15. To better grasp how increasing IUI numbers at U15 will impact them a multisite exploratory case study grounded in Indigenous principals of land sustainability was established. This mixed Indigenous and Western approach ensured the study respected both methods for knowledge acquisition. The primary question asked: How are tenured IUI at tier one institutes impacted by relocating for academic appointments? The study overviews the current state of U15 Indigenous education. It explores literature relating to relocation and its potential harmful impacts on IUI and their ability to perform their regular duties, while maintaining their cultural identity. Five IUI located at U15 across Canada with more then 100 years of academic experience collectively, were interviewed and provided important insights to both the complexities of relocating and the challenges of working in a colonial knowledge based academic environment. The latter of these insights eventually became the focus of the findings, discussion, and recommendations for changes. From these findings it is plain, IUI face many succinct challenges in the U15 environment their colleagues do not. From the interruption of cultural continuity, to dramatic underrepresentation, to racism. If universities across Canada wish to fulfill their new mandates to increase IUI, without perpetuating the pitfalls of colonialism, and threatening yet another generation of Indigenous peoples, the recommendations found herein should be used as a guide.

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

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APA (6^th 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 (16^th Edition):

Judge, Andrew. “Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.” 2018. Thesis, University of Western Ontario. Accessed March 05, 2021. 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 (7^th Edition):

Judge, Andrew. “Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.” 2018. Web. 05 Mar 2021.

Vancouver:

Judge A. Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2021 Mar 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

18. 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

URL: 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345

► 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)

▼ Meaningful and ongoing consultations are critical to Indigenous selfdetermination in Canada and Australia. Consultations are the processes by which organizations and Indigenous communities meet to discuss actions that could potentially affect Indigenous rights or interests. This education thesis is about a community-based partnership study that applies the Aterihwihsón:sera Kaswénta (Two Row Wampum) as a relational framework to investigate how two Indigenous communities across the world— the Carcross/Tagish First Nation (C/TFN) in Yukon, Canada and the Narungga Community of Point Pearce (NCPP) in South Australia—can create and implement online tools to support consultation processes compatible with Indigenous legal traditions, and facilitate more meaningful, equitable, and effective consultations. In total, 64 participants from the two aforementioned communities/countries took part in this study. Thematic content analysis of this data, along with literature, participant observation, and digital ethnography revealed that there is an overall lack of consultation with the C/TFN, NCPP, and other Indigenous communities. Moreover, it found that existing consultations tend to be ambiguous, fraught with process breakdowns, tokenistic, colonizing, oppressive, ineffective, and lacking community engagement. While the study suggests that technology can be an important tool (in addition to in-person meetings) in consultations, and several leading practices were identified, the key finding is that the most significant determining factor of the meaningfulness of consultations is relationships. Within the Kaswénta framework, a relationship-based approach is characterized by three interconnected principles: 1) equality, 2) distinction and self-determination, and 3) harmonious, and interdependent co-existence. Time was also shown to be an important element. This education thesis research has helped to build Information Communication Technology (ICT), consultation, and research capacity among the C/TFN and NCPP participants. It has also helped to build a relationship among these communities and the University of Wollongong that stands to foster future projects of importance. Moreover, it contributes to the body of Indigenous, academic, and practical knowledge on Indigenous consultations and e learning in Canada and Australia, including in a comparative context. Perhaps most significantly, it honours the Kaswénta and introduces it as a relational framework for meaningful consultations with Indigenous communities.

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

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APA (6^th 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 (16^th 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 March 05, 2021. 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345.

MLA Handbook (7^th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Web. 05 Mar 2021.

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 2021 Mar 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

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

Degree: 2019, Royal Roads University

URL: http://hdl.handle.net/10613/12653

► 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

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APA (6^th 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 (16^th Edition):

Bighead, Lisa. “Helping indigenous students at First Nations university of Canada to thrive .” 2019. Thesis, Royal Roads University. Accessed March 05, 2021. 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 (7^th Edition):

Bighead, Lisa. “Helping indigenous students at First Nations university of Canada to thrive .” 2019. Web. 05 Mar 2021.

Vancouver:

Bighead L. Helping indigenous students at First Nations university of Canada to thrive . [Internet] [Thesis]. Royal Roads University; 2019. [cited 2021 Mar 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

20. Webster, Christine. Traversing culture and academy .

Degree: 2019, Royal Roads University

URL: http://hdl.handle.net/10613/12811

► 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

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APA (6^th 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 (16^th Edition):

Webster, Christine. “Traversing culture and academy .” 2019. Thesis, Royal Roads University. Accessed March 05, 2021. 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 (7^th Edition):

Webster, Christine. “Traversing culture and academy .” 2019. Web. 05 Mar 2021.

Vancouver:

Webster C. Traversing culture and academy . [Internet] [Thesis]. Royal Roads University; 2019. [cited 2021 Mar 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 Arizona

21. Grino, Paulina. Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico .

Degree: 2019, University of Arizona

URL: http://hdl.handle.net/10150/636524

► This research project examines indigenous teachers in rural schools located in a state in southern Mexico, particularly when teaching science. The incorporation of indigenous ways… (more)

▼ This research project examines indigenous teachers in rural schools located in a state in southern Mexico, particularly when teaching science. The incorporation of indigenous ways of understanding nature into science classrooms has been of discussion in the field of science education, mainly due to the marginalization and low performance of indigenous students in science. The literature in this field has documented recommendations to teach science to these students that are generally based on teaching strategies that connect indigenous knowledge to science knowledge. Most of these recommendations have been designed within the Western world and are highly conceptual, which leaves some aspects to explore, e.g. what happens in science classrooms beyond conceptual recommendations, and what frameworks serve education and research in Latin America, particularly in science education. This project documents what teachers do in science classrooms, acknowledging their role as experts in their communities. This project provides a perspective on multicultural education, culturally relevant pedagogies, and indigenous education as frameworks developed in the U.S., and intercultural education developed in Latin America and currently implemented in the region as bilingual intercultural education, in relation to science education. Based on preliminary studies and by using an interpretive qualitative study, this project used ethnographic methods to document teacher practices implemented to teach science in southern rural Mexico. Data collected was in form of interviews, classroom observations, field notes, and pictures, from three elementary schools and three indigenous teachers. Research methodology implemented attempted to challenge traditional and hegemonic ways to conduct research with indigenous populations, and particularly women. In doing so, I engaged in teachers’ regular work life such as planning, teaching, and weekly meetings, in addition to engaging with teachers’ family life such childcare and domestic duties. Findings showed: first, negotiations teachers do between their perspectives about the natural world and the national standards in regard to content and way of teaching. Secondly, resources used for teaching are language, community members, and nature, as well as textbooks, encyclopedias and similar resources. Third, within such resources, Zapotec culture and language is embedded, therefore teaching science results in articulating both indigenous culture and science. Finally, findings uncovered some of the challenges teachers face, one of them being having to negotiate with community members and particularly parents whose educational expectation about their children differed from teachers’ expectations. While teachers believe and implement an education that aligns with indigenous values and culture, e.g. actively using native language in the classroom, parents expect a more conventional education that allows their children to access to new educational, social and economic opportunities. This study illuminates… Advisors/Committee Members: Tolbert, Sara (advisor), Anthony - Stevens, Vanessa (committeemember), Arenas, Alberto (committeemember), Garcia, Jeremy (committeemember).

Subjects/Keywords: Indigenous education; Science education; Science teaching

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APA (6^th Edition):

Grino, P. (2019). Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/636524

Chicago Manual of Style (16^th Edition):

Grino, Paulina. “Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico .” 2019. Doctoral Dissertation, University of Arizona. Accessed March 05, 2021. http://hdl.handle.net/10150/636524.

MLA Handbook (7^th Edition):

Grino, Paulina. “Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico .” 2019. Web. 05 Mar 2021.

Vancouver:

Grino P. Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10150/636524.

Council of Science Editors:

Grino P. Science Teaching and Indigenous Education in Latin America: Documenting Indigenous Teachers Teaching Science in Southern Mexico . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/636524

University of Alberta

22. 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

URL: https://era.library.ualberta.ca/files/h128nh653

► 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)

▼ 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 indigenous laws are being revitalized, it is crucial that gender analyses be included given that law and decolonization politics are not disconnected from broader social dynamics. In this dissertation, I engage in a discussion about the possibilities and challenges relating to research on indigenous laws and gender by examining Cree legal educational materials. This study focuses on: 1) how the educational materials, which are meant to advocate empowerment of Cree people and laws, represent Cree women as legal agents, and 2) whether and how indigenous feminist legal theory and methodology facilitate this research. Indigenous feminist legal theory provides an analytic tool that is attentive to gendered power dynamics in indigenous laws. This theoretical approach informs indigenous feminist legal methodology, which is used to examine discourse and representations. These theoretical and methodological approaches have not yet been articulated and I demonstrate that they are vital tools for anti-oppressive interpretations of law. My research shows that Cree women are represented in limited ways in the educational materials – first, through the absence of women, and second, through limited representations which include women only in relation to traditional gender roles and ‘women’s issues.’ Indigenous feminist legal analysis necessitates moving beyond these tendencies and aims to work with tensions as they arise in my analysis. The educational materials most often present Cree law in aesthetically pleasing ways, and indigenous feminist legal analysis demands more difficult aesthetics. While it is important to examine how and why these representations are being positively deployed, it is also crucial to examine what is lost when gendered realities are absent or erased. For Cree women to be represented as complex legal agents, Cree law and revitalization need to be gendered in the educational materials, and beyond. Indigenous feminist legal analysis encourages scholarship on indigenous laws that treats Cree law (and other indigenous legal orders) as a living intellectual and practical resource that can be critically engaged with to discuss and challenge gendered conflict.

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

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APA (6^th 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 (16^th Edition):

Snyder, Emily. “Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis.” 2013. Doctoral Dissertation, University of Alberta. Accessed March 05, 2021. https://era.library.ualberta.ca/files/h128nh653.

MLA Handbook (7^th Edition):

Snyder, Emily. “Representations of Women in Cree Legal Educational Materials: An Indigenous Feminist Legal Theoretical Analysis.” 2013. Web. 05 Mar 2021.

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 2021 Mar 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

Claremont Graduate University

23. Ortiz, Yoenesha. Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective.

Degree: MA (Education), School of Educational Studies, 2020, Claremont Graduate University

URL: https://scholarship.claremont.edu/cgu_etd/190

► The purpose of this ethnographic narrative is to highlight my experiences as an American Indian educator navigating the field of Special Education. I express… (more)

Subjects/Keywords: Special Education; Indigenous; Social Justice Educator; Navajo; Education; Indigenous Education; Special Education and Teaching

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APA (6^th Edition):

Ortiz, Y. (2020). Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective. (Masters Thesis). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/190

Chicago Manual of Style (16^th Edition):

Ortiz, Yoenesha. “Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective.” 2020. Masters Thesis, Claremont Graduate University. Accessed March 05, 2021. https://scholarship.claremont.edu/cgu_etd/190.

MLA Handbook (7^th Edition):

Ortiz, Yoenesha. “Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective.” 2020. Web. 05 Mar 2021.

Vancouver:

Ortiz Y. Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective. [Internet] [Masters thesis]. Claremont Graduate University; 2020. [cited 2021 Mar 05]. Available from: https://scholarship.claremont.edu/cgu_etd/190.

Council of Science Editors:

Ortiz Y. Becoming a Critical Social Justice Special Education Teacher: A Diné Woman’s Perspective. [Masters Thesis]. Claremont Graduate University; 2020. Available from: https://scholarship.claremont.edu/cgu_etd/190

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

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

URL: https://commons.und.edu/theses/2141

► What ways can Indigenous Knowledge and DinÃ© 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

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APA (6^th 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 (16^th Edition):

Sage, Franklin. “Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.” 2017. Doctoral Dissertation, University of North Dakota. Accessed March 05, 2021. https://commons.und.edu/theses/2141.

MLA Handbook (7^th Edition):

Sage, Franklin. “Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.” 2017. Web. 05 Mar 2021.

Vancouver:

Sage F. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2021 Mar 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 Lethbridge

25. University of Lethbridge. Faculty of Education. Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness .

Degree: 2020, University of Lethbridge

URL: http://hdl.handle.net/10133/5758

► This thesis used ᐃᓰᐦᒋᑫᐏᐣ/Isîhcikêwin, an Indigenist research paradigm, to explore students’ experiences of participating in the Poo'miikapii: Niitsitapii Approaches to Wellness and Niitsitapiisinni: Real People’s… (more)

Subjects/Keywords: Decolonization; Indigenous peoples – Education; Indigenous peoples – Health and hygiene; Indigenous peoples – Mental health; Indigenous peoples – Research; Reconciliation; Dissertations, Academic

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APA (6^th Edition):

Education, U. o. L. F. o. (2020). Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/5758

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

Chicago Manual of Style (16^th Edition):

Education, University of Lethbridge. Faculty of. “Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness .” 2020. Thesis, University of Lethbridge. Accessed March 05, 2021. http://hdl.handle.net/10133/5758.

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

MLA Handbook (7^th Edition):

Education, University of Lethbridge. Faculty of. “Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness .” 2020. Web. 05 Mar 2021.

Vancouver:

Education UoLFo. Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness . [Internet] [Thesis]. University of Lethbridge; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10133/5758.

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

Council of Science Editors:

Education UoLFo. Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness . [Thesis]. University of Lethbridge; 2020. Available from: http://hdl.handle.net/10133/5758

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

York University

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

Degree: PhD, Environmental Studies, 2015, York University

URL: http://hdl.handle.net/10315/30748

► 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)

▼ 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 Igbo Indigenous Knowledge. The research, focusing on both Nigerian Igbo and diasporic Igbo, has the potential to add nuance and complexity to the discussion of Indigenous Knowledge in the context of Igbo people. This study is motivated by the research question “why is Igbo Indigenous knowledge declining and how has this decline impacted on Igbo language preservation, socio-cultural and ecological sustainability of Igbo people”? In exploring this fundamental question, I argue that a culturally based Indigenous environmental education rooted in Igbo language instruction may assist in preserving Igbo Indigenous knowledge, and local ecological resources. Drawing on postcolonial theory, decolonization and critical pedagogy as theoretical frames, I argue that these approaches interrogate Eurocentric dominant views, rooted in colonialism, that misrepresent and undermine African Indigenous knowledge. This dissertation also offers insight into how a persistent colonial mentality, continues to undermine Igbo worldviews. In conducting this research, I employ Indigenous Methodologies, involving Indigenous approaches to epistemology – stories and personal narratives. These are supplemented with interviews and document analysis. Since Igbo are well-dispersed people, the research design also considers Igbo Diaspora in Toronto to illustrate the effect of locatedness and the influence of a westernized environment on Igbo language and Indigenous Knowledge preservation. The findings from the research suggests that complementary epistemology, through a creative integration of Igbo Indigenous Knowledge and Western epistemic approaches in the school curriculum, presents a viable means of preserving Igbo Indigenous knowledge. Findings further suggest that Igbo youths are interested in Igbo Indigenous knowledge, nevertheless, society’s inability to transfer Indigenous knowledge and widespread western influences presents challenges to the preservation of Indigenous knowledge. Ultimately we must consider how to incorporate Igbo and other Indigenous knowledges, into the educational system so that the low-status accorded to them may be reversed. In the Igbo case, I argue, this warrants an epistemological approach grounded in Igbo language instruction and knowledge of the local environment. Advisors/Committee Members: Fawcett, Leesa (advisor), Zalik, Anna (advisor).

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

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APA (6^th 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 (16^th Edition):

Alaribe, Charles Chinedu. “Sustainability in Southeast Nigeria Through Indigenous Environmental Education.” 2015. Doctoral Dissertation, York University. Accessed March 05, 2021. http://hdl.handle.net/10315/30748.

MLA Handbook (7^th Edition):

Alaribe, Charles Chinedu. “Sustainability in Southeast Nigeria Through Indigenous Environmental Education.” 2015. Web. 05 Mar 2021.

Vancouver:

Alaribe CC. Sustainability in Southeast Nigeria Through Indigenous Environmental Education. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2021 Mar 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

University of Melbourne

27. Fay, Anna Poutu. The indigenous health agenda in medical education.

Degree: 2017, University of Melbourne

URL: http://hdl.handle.net/11343/207951

► This thesis describes the indigenous health agenda as a unique landscape located within the wider field of medical education. The indigenous health agenda offers medical… (more)

Subjects/Keywords: indigenous health; medical education; indigenous rights; Kaupapa Māori

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APA (6^th Edition):

Fay, A. P. (2017). The indigenous health agenda in medical education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/207951

Chicago Manual of Style (16^th Edition):

Fay, Anna Poutu. “The indigenous health agenda in medical education.” 2017. Doctoral Dissertation, University of Melbourne. Accessed March 05, 2021. http://hdl.handle.net/11343/207951.

MLA Handbook (7^th Edition):

Fay, Anna Poutu. “The indigenous health agenda in medical education.” 2017. Web. 05 Mar 2021.

Vancouver:

Fay AP. The indigenous health agenda in medical education. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11343/207951.

Council of Science Editors:

Fay AP. The indigenous health agenda in medical education. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/207951

University of Southern California

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

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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1779

► 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

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APA (6^th 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/1779

Chicago Manual of Style (16^th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 05, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1779.

MLA Handbook (7^th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Web. 05 Mar 2021.

Vancouver:

Enos SMK. Daughters of Mau: contemporary women voyagers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Mar 05]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1779.

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/1779

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

Degree: PhD, 2017, Old Dominion University

URL: 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49

► 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

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APA (6^th 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 (16^th Edition):

Delikat, Melissa. “Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses.” 2017. Doctoral Dissertation, Old Dominion University. Accessed March 05, 2021. 9780355633726 ; https://digitalcommons.odu.edu/efl_etds/49.

MLA Handbook (7^th Edition):

Delikat, Melissa. “Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses.” 2017. Web. 05 Mar 2021.

Vancouver:

Delikat M. Indigenous Knowledge Centers (IKC): Strong Medicine on Higher Education Campuses. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2021 Mar 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

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

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

URL: http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;

►

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)

▼

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. Nesse contexto, assumem a tarefa de elaborar discursos em que devem se apresentar, enquanto grupos diferenciados, para o öutro\'\'. Na construção desse diálogo, as experiências de escolarização, especialmente na sua vertende \"diferenciada\", constituem um rico espectro de produção discursiva que esta dissertação pretende enfocar. É, de fato, no âmbito dessas experiências de ensino formal, que muitos grupos indígenas estão refletindo e recriando através da escrita em línguas indígenas e em língua portuguesa suas formas de produzir e transmitir experiências históricas. Tendo como enfoque o processo de escolarização e letramento em andamento em vários contextos indígenas no país, a presente dissertação tem como objetivo analisar dez materiais didáticos cuja proposta é a escrita de narrativas sobre reflexões e experiências históricas e sobre conhecimentos entendidos como \"tradicionaisëlaboradas no ambito de cinco experiências de escolarização (Acre, Amazonas, Espírito Santo Xingu, Mato Grosso e Minas Gerais). Busca-se averiguar através da análise dos materiais didáticos, como professores e lideranças indígenas vinculados a essas cinco experiências estão utilizando a linguagem escrita para construir representações de si mesmos, nas quais procuram articular seus saberes tradicionais e as concepções ocidentais de conhecimento e transmissão de experiências históricas.

During the last decades, many indigenous groups have progressively intensified and increased the span of relations with various sectors of national society. In this context, they have assumed the task of elaborating discourses in which they present themselves to the other as differentiated groups. In constructing this dialogue, experiences in schooling, specially of the differentiated kind, constitute a rich spectrum of discursive production, which this thesis seeks to focus upon. In fact, it is within these experiences of formal education that many indigenous groups are reflecting and recreating through the use of writing in the native and Portuguese languages their forms of producing and transmitting historical experiences. Focusing on the process of schooling and literacy in progress in various indigenous contexts throughout the country, this thesis seeks to analyze ten examples of educational material, produced in five different school programs (Acre, Amazonas, Espírito Santo, Xingu, Mato Grosso and Minas Gerais), that have as an objective the written production of narratives concerning historical experiences and reflections and that which is understood to be traditional knowledge. The objective of this research is to understand, by means of the analysis of this educational material, how indigenous leaders and teachers connected to these five school programs are using the written language to produce representations of themselves, in which they seek to articulate their…

Advisors/Committee Members: Gallois, Dominique Tilkin.

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

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APA (6^th 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 (16^th Edition):

Scaramuzzi, Igor Alexandre Badolato. “De índios para índios: a escrita indígena da história.” 2008. Masters Thesis, University of São Paulo. Accessed March 05, 2021. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-30032009-151939/ ;.

MLA Handbook (7^th Edition):

Scaramuzzi, Igor Alexandre Badolato. “De índios para índios: a escrita indígena da história.” 2008. Web. 05 Mar 2021.

Vancouver:

Scaramuzzi IAB. De índios para índios: a escrita indígena da história. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2021 Mar 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/ ;

Open Access Theses and Dissertations