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You searched for subject:(Indigenous education). Showing records 1 – 30 of 717 total matches.

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

Degree: PhD, 2015, Australian Catholic University

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

Subjects/Keywords: Indigenous Education

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

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 (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

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

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

Subjects/Keywords: Education; Indigenous Education

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Eckersley, Mark. “Signposts and messagesticks: An ethnographic study of non-indigenous drama teachers’ engagement with an indigenous drama text.” 2019. Thesis, Australian Catholic University. Accessed 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 (7th 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

 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

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

Subjects/Keywords: Indigenous; Education; Quebec

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Masters Thesis, Victoria University of Wellington. Accessed March 05, 2021. http://hdl.handle.net/10063/5168.

MLA Handbook (7th Edition):

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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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 (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Boyce, Shannon. “Using Indigenous Pedagogy and Philosophy to Enrich Outdoor Education Curriculum .” 2015. Thesis, Queens University. Accessed 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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

Subjects/Keywords: Teachers Indigenous Heritage Education Grenada

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

 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)

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

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APA (6th 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 (16th 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 (7th 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

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

Subjects/Keywords: Indigenous education; Rapa Nui

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zurob, Camila. “Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui .” 2014. Masters Thesis, University of Waikato. Accessed March 05, 2021. http://hdl.handle.net/10289/9007.

MLA Handbook (7th Edition):

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

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

Subjects/Keywords: Education; Indigenous knowledge systems

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jacobs, Keith Ronald. “The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa.” 2015. Thesis, University of Cape Town. Accessed 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 (7th Edition):

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

 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

 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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th 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

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 (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Sato, Brandy Ann. “Decolonization through indigenous inquiry : na mo'olelo of indigenous graduate and post-graduate scholars.” 2015. Thesis, University of Hawaii – Manoa. Accessed 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 (7th 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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Judge, Andrew. “Learning lessons from The Impacts of Relocating Indigenous Scholars For Academic Appointments.” 2018. Thesis, University of Western Ontario. Accessed 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 (7th 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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Doctoral Dissertation, University of Wollongong. Accessed 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 (7th 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

 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 (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bighead, Lisa. “Helping indigenous students at First Nations university of Canada to thrive .” 2019. Thesis, Royal Roads University. Accessed 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 (7th 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

 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 (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Webster, Christine. “Traversing culture and academy .” 2019. Thesis, Royal Roads University. Accessed 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

  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 (6th 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 (16th 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 (7th 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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

 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 (6th 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 (16th 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 (7th 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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th Edition):

Enos, S. M. K. (2015). Daughters of Mau: contemporary women voyagers. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1779

Chicago Manual of Style (16th 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 (7th 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

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 (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

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