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You searched for subject:(Indigenous learning). Showing records 1 – 30 of 87 total matches.

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University of Zululand

1. Mpanza, Choice Dimakatso. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .

Degree: 2015, University of Zululand

 The study explored strategies that can be used to promote the use of indigenous African languages for teaching and learning in the General Education and… (more)

Subjects/Keywords: indigenous languages  – teaching  – learning

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APA (6th Edition):

Mpanza, C. D. (2015). Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1478

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):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Thesis, University of Zululand. Accessed March 21, 2019. http://hdl.handle.net/10530/1478.

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

MLA Handbook (7th Edition):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Web. 21 Mar 2019.

Vancouver:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10530/1478.

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

Council of Science Editors:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1478

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


University of South Africa

2. Simalumba, Patrick Mwilima. The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia .

Degree: 2011, University of South Africa

 The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society.… (more)

Subjects/Keywords: Subject syllabus; Learning objectives; Competencies; Sustainable development; Indigenous; Indigenous knowledge assessment

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APA (6th Edition):

Simalumba, P. M. (2011). The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5436

Chicago Manual of Style (16th Edition):

Simalumba, Patrick Mwilima. “The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia .” 2011. Doctoral Dissertation, University of South Africa. Accessed March 21, 2019. http://hdl.handle.net/10500/5436.

MLA Handbook (7th Edition):

Simalumba, Patrick Mwilima. “The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia .” 2011. Web. 21 Mar 2019.

Vancouver:

Simalumba PM. The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10500/5436.

Council of Science Editors:

Simalumba PM. The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5436


University of Southern California

3. 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/1776

Chicago Manual of Style (16th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776.

MLA Handbook (7th Edition):

Enos, Shannon Mae Kēhaulani. “Daughters of Mau: contemporary women voyagers.” 2015. Web. 21 Mar 2019.

Vancouver:

Enos SMK. Daughters of Mau: contemporary women voyagers. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Mar 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/585780/rec/1776.

Council of Science Editors:

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


University of Saskatchewan

4. Vizina, Yvonne Nadine. Métis traditional environmental knowledge and science education.

Degree: 2010, University of Saskatchewan

 A chasm exists between science curriculum offered within K-12 and post-secondary education systems, and the needs of national and international decision-makers with respect to the… (more)

Subjects/Keywords: Lifelong Learning; Indigenous knowledge; Aboriginal Education

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APA (6th Edition):

Vizina, Y. N. (2010). Métis traditional environmental knowledge and science education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09212010-213855

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):

Vizina, Yvonne Nadine. “Métis traditional environmental knowledge and science education.” 2010. Thesis, University of Saskatchewan. Accessed March 21, 2019. http://hdl.handle.net/10388/etd-09212010-213855.

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

MLA Handbook (7th Edition):

Vizina, Yvonne Nadine. “Métis traditional environmental knowledge and science education.” 2010. Web. 21 Mar 2019.

Vancouver:

Vizina YN. Métis traditional environmental knowledge and science education. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10388/etd-09212010-213855.

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

Council of Science Editors:

Vizina YN. Métis traditional environmental knowledge and science education. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09212010-213855

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


University of Toronto

5. Mutamba, Rainos. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.

Degree: PhD, 2018, University of Toronto

 Social movements have been and continue to be an integral part of the lifeworld as they create and promote conditions for the transformation of micro… (more)

Subjects/Keywords: Adult Learning; Experiential Learning; Indigenous Research Methods; Situated Learning; Social Movement Learning; Social Movements; 0516

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APA (6th Edition):

Mutamba, R. (2018). In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89875

Chicago Manual of Style (16th Edition):

Mutamba, Rainos. “In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 21, 2019. http://hdl.handle.net/1807/89875.

MLA Handbook (7th Edition):

Mutamba, Rainos. “In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds.” 2018. Web. 21 Mar 2019.

Vancouver:

Mutamba R. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1807/89875.

Council of Science Editors:

Mutamba R. In the Breath of Learning: Place-based social movements, Learning, and Prefiguration of Other Worlds. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89875


University of Manchester

6. Trinidad, Ana Raissa T. Learning to be indigenous : education and social change among the Manobo people of the Philippines.

Degree: PhD, 2013, University of Manchester

 This ethnographic study describes the intersection between politics and education, and between discourses and practice pertaining to indigeneity among the Manobo of Tagpalico in a… (more)

Subjects/Keywords: 305.8009599; indigenous education; learning; education; indigenous peoples; indigeneity; social change; Philippines; Manobo

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APA (6th Edition):

Trinidad, A. R. T. (2013). Learning to be indigenous : education and social change among the Manobo people of the Philippines. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/learning-to-be-indigenous-education-and-social-change-among-the-manobo-people-of-the-philippines(e603fd06-9a31-499d-9419-5eb09205c269).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566600

Chicago Manual of Style (16th Edition):

Trinidad, Ana Raissa T. “Learning to be indigenous : education and social change among the Manobo people of the Philippines.” 2013. Doctoral Dissertation, University of Manchester. Accessed March 21, 2019. https://www.research.manchester.ac.uk/portal/en/theses/learning-to-be-indigenous-education-and-social-change-among-the-manobo-people-of-the-philippines(e603fd06-9a31-499d-9419-5eb09205c269).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566600.

MLA Handbook (7th Edition):

Trinidad, Ana Raissa T. “Learning to be indigenous : education and social change among the Manobo people of the Philippines.” 2013. Web. 21 Mar 2019.

Vancouver:

Trinidad ART. Learning to be indigenous : education and social change among the Manobo people of the Philippines. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Mar 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/learning-to-be-indigenous-education-and-social-change-among-the-manobo-people-of-the-philippines(e603fd06-9a31-499d-9419-5eb09205c269).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566600.

Council of Science Editors:

Trinidad ART. Learning to be indigenous : education and social change among the Manobo people of the Philippines. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/learning-to-be-indigenous-education-and-social-change-among-the-manobo-people-of-the-philippines(e603fd06-9a31-499d-9419-5eb09205c269).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566600


University of Victoria

7. Parker, Aliana Violet. Learning the language of the land.

Degree: Dept. of Linguistics, 2012, University of Victoria

Indigenous worldviews are essential to successful language education, yet it remains a challenge to integrate them into current frameworks dominated by Western paradigms and pedagogies.… (more)

Subjects/Keywords: language revitalization; Indigenous education; place-based education; educational technology; land; Indigenous languages; online language learning

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APA (6th Edition):

Parker, A. V. (2012). Learning the language of the land. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4106

Chicago Manual of Style (16th Edition):

Parker, Aliana Violet. “Learning the language of the land.” 2012. Masters Thesis, University of Victoria. Accessed March 21, 2019. http://hdl.handle.net/1828/4106.

MLA Handbook (7th Edition):

Parker, Aliana Violet. “Learning the language of the land.” 2012. Web. 21 Mar 2019.

Vancouver:

Parker AV. Learning the language of the land. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1828/4106.

Council of Science Editors:

Parker AV. Learning the language of the land. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4106


University of Victoria

8. Lowen, Corrine. Dialogue: understanding the process of collaborative policy making in Aboriginal education.

Degree: Program: Studies in Policy and Practice, 2011, University of Victoria

 Since 1999, Aboriginal Education policy in British Columbia requires School Districts to collaborate with their local Aboriginal communities to establish appropriate definitions of success, set… (more)

Subjects/Keywords: Aboriginal Education; Aboriginal Education Policy; Indigenous methodology; Institutional Ethnography; Indigenous ways of teaching and learning

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APA (6th Edition):

Lowen, C. (2011). Dialogue: understanding the process of collaborative policy making in Aboriginal education. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3702

Chicago Manual of Style (16th Edition):

Lowen, Corrine. “Dialogue: understanding the process of collaborative policy making in Aboriginal education.” 2011. Masters Thesis, University of Victoria. Accessed March 21, 2019. http://hdl.handle.net/1828/3702.

MLA Handbook (7th Edition):

Lowen, Corrine. “Dialogue: understanding the process of collaborative policy making in Aboriginal education.” 2011. Web. 21 Mar 2019.

Vancouver:

Lowen C. Dialogue: understanding the process of collaborative policy making in Aboriginal education. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1828/3702.

Council of Science Editors:

Lowen C. Dialogue: understanding the process of collaborative policy making in Aboriginal education. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3702


University of Victoria

9. Rowan, Mary Caroline. Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik.

Degree: School of Child and Youth Care, 2011, University of Victoria

 This study investigates the potential of learning stories to provide a means to incorporate Indigenous perspectives and transform the educational status quo by working with… (more)

Subjects/Keywords: Inuit; early childhood education; Indigenous methodologies; learning stories

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APA (6th Edition):

Rowan, M. C. (2011). Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3483

Chicago Manual of Style (16th Edition):

Rowan, Mary Caroline. “Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik.” 2011. Masters Thesis, University of Victoria. Accessed March 21, 2019. http://hdl.handle.net/1828/3483.

MLA Handbook (7th Edition):

Rowan, Mary Caroline. “Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik.” 2011. Web. 21 Mar 2019.

Vancouver:

Rowan MC. Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1828/3483.

Council of Science Editors:

Rowan MC. Exploring the possibilities of learning stories as a meaningful approach to early childhood education in Nunavik. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3483


University of Saskatchewan

10. Kerpan, Serene 1985-. The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students.

Degree: 2016, University of Saskatchewan

 The ability for school-aged children to stay on-task is crucial for success in school. One strategy to help children adhere to the expected behaviour of… (more)

Subjects/Keywords: Physical activity; learning; classroom physical activity; Indigenous; elementary

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APA (6th Edition):

Kerpan, S. 1. (2016). The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7611

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):

Kerpan, Serene 1985-. “The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students.” 2016. Thesis, University of Saskatchewan. Accessed March 21, 2019. http://hdl.handle.net/10388/7611.

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

MLA Handbook (7th Edition):

Kerpan, Serene 1985-. “The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students.” 2016. Web. 21 Mar 2019.

Vancouver:

Kerpan S1. The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10388/7611.

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

Council of Science Editors:

Kerpan S1. The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7611

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


University of Manitoba

11. Swayze, Natalie. Engaging indigenous urban youth in environmental learning: the importance of place revisited.

Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba

 This thesis describes the evolution of an environmental learning program for Indigenous, urban youth called Bridging the Gap. A critical pedagogy of place provides a… (more)

Subjects/Keywords: Indigenous; Learning; Science; Environment; Reinhabituation; Marginalization; Aboriginal; Inner-city

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APA (6th Edition):

Swayze, N. (2011). Engaging indigenous urban youth in environmental learning: the importance of place revisited. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4485

Chicago Manual of Style (16th Edition):

Swayze, Natalie. “Engaging indigenous urban youth in environmental learning: the importance of place revisited.” 2011. Masters Thesis, University of Manitoba. Accessed March 21, 2019. http://hdl.handle.net/1993/4485.

MLA Handbook (7th Edition):

Swayze, Natalie. “Engaging indigenous urban youth in environmental learning: the importance of place revisited.” 2011. Web. 21 Mar 2019.

Vancouver:

Swayze N. Engaging indigenous urban youth in environmental learning: the importance of place revisited. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1993/4485.

Council of Science Editors:

Swayze N. Engaging indigenous urban youth in environmental learning: the importance of place revisited. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4485


NSYSU

12. Huang, Yu-chen. An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem.

Degree: Master, Education, 2016, NSYSU

 This study aimed to synergize formal and informal science learning resources in a science learning ecosystem through a museum-university-school-indigenous community (MUSIC) collaboration. These four stakeholders… (more)

Subjects/Keywords: indigenous tribe; science learning ecosystem; place-based learning; informal science education; culturally relevant teaching

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APA (6th Edition):

Huang, Y. (2016). An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0527116-144004

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):

Huang, Yu-chen. “An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem.” 2016. Thesis, NSYSU. Accessed March 21, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0527116-144004.

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

MLA Handbook (7th Edition):

Huang, Yu-chen. “An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem.” 2016. Web. 21 Mar 2019.

Vancouver:

Huang Y. An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem. [Internet] [Thesis]. NSYSU; 2016. [cited 2019 Mar 21]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0527116-144004.

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

Council of Science Editors:

Huang Y. An ethnography of a museum-university-school-indigenous community (MUSIC) in a science learning ecosystem. [Thesis]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0527116-144004

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


University of KwaZulu-Natal

13. Hlela, Augustine Zamokwakho Nhlanhla. Participatory community learning for community empowerment : a case study in Maputaland.

Degree: 2017, University of KwaZulu-Natal

 Studies of adult learning in Africa, where they exist, often draw uncritically on Western theoretical and methodological frameworks such as andragogy, experiential learning and transformative… (more)

Subjects/Keywords: Theses - Education, Development, Leadership and Management.; Afrocentrism.; Indigenous community learning.; Community empowerment - adult learning.

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APA (6th Edition):

Hlela, A. Z. N. (2017). Participatory community learning for community empowerment : a case study in Maputaland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15269

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):

Hlela, Augustine Zamokwakho Nhlanhla. “Participatory community learning for community empowerment : a case study in Maputaland.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 21, 2019. http://hdl.handle.net/10413/15269.

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

MLA Handbook (7th Edition):

Hlela, Augustine Zamokwakho Nhlanhla. “Participatory community learning for community empowerment : a case study in Maputaland.” 2017. Web. 21 Mar 2019.

Vancouver:

Hlela AZN. Participatory community learning for community empowerment : a case study in Maputaland. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10413/15269.

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

Council of Science Editors:

Hlela AZN. Participatory community learning for community empowerment : a case study in Maputaland. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15269

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


University of Arizona

14. Begay, Winoka Rose. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .

Degree: 2013, University of Arizona

 This study focuses on the theme of technology-based Indigenous language revitalization and maintenance efforts by looking at new developments in mobile technology and how they… (more)

Subjects/Keywords: Language Learning; Language Revitalization; mobile apps; mobile learning; Mobile technology; American Indian Studies; Indigenous

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APA (6th Edition):

Begay, W. R. (2013). Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/293746

Chicago Manual of Style (16th Edition):

Begay, Winoka Rose. “Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .” 2013. Masters Thesis, University of Arizona. Accessed March 21, 2019. http://hdl.handle.net/10150/293746.

MLA Handbook (7th Edition):

Begay, Winoka Rose. “Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization .” 2013. Web. 21 Mar 2019.

Vancouver:

Begay WR. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . [Internet] [Masters thesis]. University of Arizona; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10150/293746.

Council of Science Editors:

Begay WR. Mobile Apps and Indigenous Language Learning: New Developments in the Field of Indigenous Language Revitalization . [Masters Thesis]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293746


University of Ottawa

15. Streit, Desiree. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .

Degree: 2016, University of Ottawa

 The focus of this phenomenological research project is to delve into the question of ‘what it is like’ for teacher candidates to experience the phenomenon… (more)

Subjects/Keywords: Learning to teach-in-relation; phenomenology; relational; embodied; community service learning; perception; Indigenous knowledge

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APA (6th Edition):

Streit, D. (2016). Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34220

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):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Thesis, University of Ottawa. Accessed March 21, 2019. http://hdl.handle.net/10393/34220.

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

MLA Handbook (7th Edition):

Streit, Desiree. “Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel .” 2016. Web. 21 Mar 2019.

Vancouver:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10393/34220.

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

Council of Science Editors:

Streit D. Learning to Teach-in-Relation: Community Service Learning, Phenomenology, and the Medicine Wheel . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34220

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


University of Florida

16. Belcoure, Jessica. Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History.

Degree: 2012, University of Florida

 Taking elementary level students on a museum field trip presents a variety challenges; from managing the students' rambunctious behavior, to preparing chaperones for leading their… (more)

Subjects/Keywords: Art museums; Classrooms; Field trips; Indigenous peoples; Informal learning; Learning; Museums; Students; Teachers; Tours

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APA (6th Edition):

Belcoure, J. (2012). Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00013506

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):

Belcoure, Jessica. “Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History.” 2012. Thesis, University of Florida. Accessed March 21, 2019. http://ufdc.ufl.edu/AA00013506.

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

MLA Handbook (7th Edition):

Belcoure, Jessica. “Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History.” 2012. Web. 21 Mar 2019.

Vancouver:

Belcoure J. Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Mar 21]. Available from: http://ufdc.ufl.edu/AA00013506.

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

Council of Science Editors:

Belcoure J. Discovery guide to Florida's early native people: a three-part field trip guide for the Florida Museum of Natural History. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00013506

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


Queensland University of Technology

17. Douglas, Angela Marie. Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly".

Degree: 2009, Queensland University of Technology

 This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess… (more)

Subjects/Keywords: leadership; Indigenous education; professional learning; Indigenous community partnerships; Aboriginal; pride; self worth; high expectations; challenging behaviour

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APA (6th Edition):

Douglas, A. M. (2009). Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly". (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/30275/

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):

Douglas, Angela Marie. “Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly".” 2009. Thesis, Queensland University of Technology. Accessed March 21, 2019. https://eprints.qut.edu.au/30275/.

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

MLA Handbook (7th Edition):

Douglas, Angela Marie. “Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly".” 2009. Web. 21 Mar 2019.

Vancouver:

Douglas AM. Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly". [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Mar 21]. Available from: https://eprints.qut.edu.au/30275/.

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

Council of Science Editors:

Douglas AM. Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly". [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/30275/

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


University of Pretoria

18. Kalinde, Bibian. Cultural play songs in early childhood education in Zambia : in and outside of classroom practice.

Degree: DMus, Music, 2017, University of Pretoria

 Cultural play songs are a world wide phenomenon in which children participate. The current research explored settings where such cultural play songs occur; both in… (more)

Subjects/Keywords: Cultural play songs; Early childhood education (ECE); African indigenous education; Socio-cultural learning theory; UCTD

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APA (6th Edition):

Kalinde, B. (2017). Cultural play songs in early childhood education in Zambia : in and outside of classroom practice. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60369

Chicago Manual of Style (16th Edition):

Kalinde, Bibian. “Cultural play songs in early childhood education in Zambia : in and outside of classroom practice.” 2017. Doctoral Dissertation, University of Pretoria. Accessed March 21, 2019. http://hdl.handle.net/2263/60369.

MLA Handbook (7th Edition):

Kalinde, Bibian. “Cultural play songs in early childhood education in Zambia : in and outside of classroom practice.” 2017. Web. 21 Mar 2019.

Vancouver:

Kalinde B. Cultural play songs in early childhood education in Zambia : in and outside of classroom practice. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/2263/60369.

Council of Science Editors:

Kalinde B. Cultural play songs in early childhood education in Zambia : in and outside of classroom practice. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60369


University of Saskatchewan

19. Harmin, Matthew. Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry.

Degree: 2014, University of Saskatchewan

 I have chosen to conduct an intuitive inquiry into the relationship between a pedagogical focus on epistemological stretching and transformative sustainability learning. The study contributes… (more)

Subjects/Keywords: Keywords: Epistemological stretching; transformative sustainability learning; environmental education; resource co-management; ethical Indigenous engagement.

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APA (6th Edition):

Harmin, M. (2014). Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-09-1760

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):

Harmin, Matthew. “Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry.” 2014. Thesis, University of Saskatchewan. Accessed March 21, 2019. http://hdl.handle.net/10388/ETD-2014-09-1760.

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

MLA Handbook (7th Edition):

Harmin, Matthew. “Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry.” 2014. Web. 21 Mar 2019.

Vancouver:

Harmin M. Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10388/ETD-2014-09-1760.

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

Council of Science Editors:

Harmin M. Epistemological Stretching and Transformative Sustainability Learning: An Intuitive Inquiry. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-09-1760

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


Université de Sherbrooke

20. Campeau, Diane. Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale .

Degree: 2011, Université de Sherbrooke

 La recherche en titre réalisée au Québec, avait pour but de valider si une approche utilisant le lieu réel pour l’apprentissage des concepts de géographie,… (more)

Subjects/Keywords: Environmental education; Ecoformation; Place based pedagogy; Traditional indigenous education; Learning disabilities; Geography; Didactic

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APA (6th Edition):

Campeau, D. (2011). Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale . (Masters Thesis). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/5591

Chicago Manual of Style (16th Edition):

Campeau, Diane. “Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale .” 2011. Masters Thesis, Université de Sherbrooke. Accessed March 21, 2019. http://hdl.handle.net/11143/5591.

MLA Handbook (7th Edition):

Campeau, Diane. “Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale .” 2011. Web. 21 Mar 2019.

Vancouver:

Campeau D. Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale . [Internet] [Masters thesis]. Université de Sherbrooke; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/11143/5591.

Council of Science Editors:

Campeau D. Valorisation des espaces réels pour l'enseignement de la géographie au secondaire en classe d'adaptation scolaire et sociale . [Masters Thesis]. Université de Sherbrooke; 2011. Available from: http://hdl.handle.net/11143/5591


University of South Africa

21. Rammapudi, Thatayamodimo Sparks. The Botswana National Museum as an educational resource in public school classrooms .

Degree: 2010, University of South Africa

 Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that… (more)

Subjects/Keywords: Curriculum development; Education activities; Indigenous knowledge systems; Mobile museum service; Activity-based learning

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APA (6th Edition):

Rammapudi, T. S. (2010). The Botswana National Museum as an educational resource in public school classrooms . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4057

Chicago Manual of Style (16th Edition):

Rammapudi, Thatayamodimo Sparks. “The Botswana National Museum as an educational resource in public school classrooms .” 2010. Doctoral Dissertation, University of South Africa. Accessed March 21, 2019. http://hdl.handle.net/10500/4057.

MLA Handbook (7th Edition):

Rammapudi, Thatayamodimo Sparks. “The Botswana National Museum as an educational resource in public school classrooms .” 2010. Web. 21 Mar 2019.

Vancouver:

Rammapudi TS. The Botswana National Museum as an educational resource in public school classrooms . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10500/4057.

Council of Science Editors:

Rammapudi TS. The Botswana National Museum as an educational resource in public school classrooms . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4057


University of Colorado

22. pohawpatchoko, Calvin C., Jr. Cultural Constructionism: an Indigenous Computing Experience.

Degree: PhD, 2018, University of Colorado

  This dissertation is a semi-longitudinal investigation of the design, application and evaluation of a novel abstraction of two learning theories - William Demmert, Culture-Based… (more)

Subjects/Keywords: computer science education; constructionism; cultural constructionism; indigenous culture; learning theory; American Studies; Computer Sciences; Education

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APA (6th Edition):

pohawpatchoko, Calvin C., J. (2018). Cultural Constructionism: an Indigenous Computing Experience. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/atlas_gradetds/16

Chicago Manual of Style (16th Edition):

pohawpatchoko, Calvin C., Jr. “Cultural Constructionism: an Indigenous Computing Experience.” 2018. Doctoral Dissertation, University of Colorado. Accessed March 21, 2019. https://scholar.colorado.edu/atlas_gradetds/16.

MLA Handbook (7th Edition):

pohawpatchoko, Calvin C., Jr. “Cultural Constructionism: an Indigenous Computing Experience.” 2018. Web. 21 Mar 2019.

Vancouver:

pohawpatchoko, Calvin C. J. Cultural Constructionism: an Indigenous Computing Experience. [Internet] [Doctoral dissertation]. University of Colorado; 2018. [cited 2019 Mar 21]. Available from: https://scholar.colorado.edu/atlas_gradetds/16.

Council of Science Editors:

pohawpatchoko, Calvin C. J. Cultural Constructionism: an Indigenous Computing Experience. [Doctoral Dissertation]. University of Colorado; 2018. Available from: https://scholar.colorado.edu/atlas_gradetds/16


University of South Africa

23. Juma, James Onyango. African worldviews : their impact on psychopathology and psychological couselling .

Degree: 2011, University of South Africa

 This study investigates the role that African traditional beliefs and practices play in defining psychological problems, determines how these beliefs and practices manifest in a… (more)

Subjects/Keywords: Indigenous psychology; Behavioural and learning approaches; African worldviews; Western perspective; Depth psychology; Ecosystemic; Behavioural and learning approaches

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APA (6th Edition):

Juma, J. O. (2011). African worldviews : their impact on psychopathology and psychological couselling . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5760

Chicago Manual of Style (16th Edition):

Juma, James Onyango. “African worldviews : their impact on psychopathology and psychological couselling .” 2011. Doctoral Dissertation, University of South Africa. Accessed March 21, 2019. http://hdl.handle.net/10500/5760.

MLA Handbook (7th Edition):

Juma, James Onyango. “African worldviews : their impact on psychopathology and psychological couselling .” 2011. Web. 21 Mar 2019.

Vancouver:

Juma JO. African worldviews : their impact on psychopathology and psychological couselling . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10500/5760.

Council of Science Editors:

Juma JO. African worldviews : their impact on psychopathology and psychological couselling . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5760


University of Washington

24. Howard, Joh. On the Interactive Assembling of Reflective Action.

Degree: PhD, 2019, University of Washington

 Reflective actions link teachers and students, pedagogies and learning. While these commonsense connections are commonplace in education research, the learning sciences have yet to produce… (more)

Subjects/Keywords: Indigenous learning; Interaction analysis; Learning sciences; Reflective action; Reflective discourse; Reflective practices; Educational psychology; Education - Seattle

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APA (6th Edition):

Howard, J. (2019). On the Interactive Assembling of Reflective Action. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/43362

Chicago Manual of Style (16th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Doctoral Dissertation, University of Washington. Accessed March 21, 2019. http://hdl.handle.net/1773/43362.

MLA Handbook (7th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Web. 21 Mar 2019.

Vancouver:

Howard J. On the Interactive Assembling of Reflective Action. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1773/43362.

Council of Science Editors:

Howard J. On the Interactive Assembling of Reflective Action. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43362


University of Western Ontario

25. Vallee, Kay E. Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education.

Degree: 2018, University of Western Ontario

 The purpose of this study was to critically examine the sociocultural context of nursing education as an institution. Using a postcolonial feminist theoretical framework and… (more)

Subjects/Keywords: Indigenous nursing education; institutional ethnography; postcolonial feminist theory; social organization; social relations; Education; Higher Education; Indigenous Education; Medicine and Health Sciences; Nursing; Scholarship of Teaching and Learning

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APA (6th Edition):

Vallee, K. E. (2018). Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5233

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):

Vallee, Kay E. “Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education.” 2018. Thesis, University of Western Ontario. Accessed March 21, 2019. https://ir.lib.uwo.ca/etd/5233.

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

MLA Handbook (7th Edition):

Vallee, Kay E. “Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education.” 2018. Web. 21 Mar 2019.

Vancouver:

Vallee KE. Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Mar 21]. Available from: https://ir.lib.uwo.ca/etd/5233.

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

Council of Science Editors:

Vallee KE. Supporting Indigenous Students: A Critical Analysis of the Sociocultural Context of Nursing Education. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5233

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


University of Florida

26. Athayde, Simone. Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon.

Degree: PhD, Interdisciplinary Ecology, 2010, University of Florida

Indigenous lands are responsible for the conservation of nearly 21% of the Brazilian Amazon, and are the main barrier against deforestation. This research contributes to… (more)

Subjects/Keywords: Basketry; Baskets; Indigenous peoples; Learning; Textile design; Textiles; Traditional knowledge; Villages; Weaving; Women; basketry, biocultural, brazilian, cultural, designs, displacement, indigenous, kaiabi, resilience, systems, territory, textiles, xingu

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APA (6th Edition):

Athayde, S. (2010). Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041474

Chicago Manual of Style (16th Edition):

Athayde, Simone. “Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon.” 2010. Doctoral Dissertation, University of Florida. Accessed March 21, 2019. http://ufdc.ufl.edu/UFE0041474.

MLA Handbook (7th Edition):

Athayde, Simone. “Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon.” 2010. Web. 21 Mar 2019.

Vancouver:

Athayde S. Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Mar 21]. Available from: http://ufdc.ufl.edu/UFE0041474.

Council of Science Editors:

Athayde S. Weaving Power Displacement, Territory and Indigenous Knowledge Systems Across Three Kaiabi Groups in the Brazilian Amazon. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041474

27. Palahicky, Sophia. A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS.

Degree: 2017, Athabasca University

Education is often referred to as a key to success – a means of empowerment that is essential for economic, social, and political success. Hence,… (more)

Subjects/Keywords: Indigenous online high school; Aboriginal online high school; First Nation online high school; Case study of Indigenous online high school; Case study of Aboriginal online high school; Case study of First Nation online high school; Indigenous virtual school; Aboriginal virtual school; First Nation virtual school; E-learning in Indigenous community; E-learning in Aboriginal community; E-learning in First Nation community; Online learning in Indigenous community; Online learning in Aboriginal community; Online learning in First Nation community; Aboriginal high school; First Nation high school; Indigenous high school

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APA (6th Edition):

Palahicky, S. (2017). A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/219

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):

Palahicky, Sophia. “A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS.” 2017. Thesis, Athabasca University. Accessed March 21, 2019. http://hdl.handle.net/10791/219.

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

MLA Handbook (7th Edition):

Palahicky, Sophia. “A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS.” 2017. Web. 21 Mar 2019.

Vancouver:

Palahicky S. A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS. [Internet] [Thesis]. Athabasca University; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10791/219.

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

Council of Science Editors:

Palahicky S. A DESCRIPTION OF A SUCCESSFUL INDIGENOUS ONLINE HIGH SCHOOL: PERSPECTIVES OF TEACHERS, STAFF, STUDENTS, AND PARENTS. [Thesis]. Athabasca University; 2017. Available from: http://hdl.handle.net/10791/219

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

28. Rosi Méri Bukowitz Jankauskas. Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena.

Degree: Master, 2014, Escola Superior de Teologica

O presente trabalho apresenta os resultados de uma pesquisa de campo realizada com crianças Tikuna, educadores e pais da comunidade do Umariaçú II. O objetivo… (more)

Subjects/Keywords: Educação Indígena; Ação e reação; Aprendizagem; Escola; EDUCAÇÃO COMUNITÁRIA COM INFÂNCIA E JUVENTUDE; Indigenous Education; Action and reaction; Learning; School; TEOLOGIA

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APA (6th Edition):

Jankauskas, R. M. B. (2014). Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena. (Masters Thesis). Escola Superior de Teologica. Retrieved from http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=524 ;

Chicago Manual of Style (16th Edition):

Jankauskas, Rosi Méri Bukowitz. “Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena.” 2014. Masters Thesis, Escola Superior de Teologica. Accessed March 21, 2019. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=524 ;.

MLA Handbook (7th Edition):

Jankauskas, Rosi Méri Bukowitz. “Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena.” 2014. Web. 21 Mar 2019.

Vancouver:

Jankauskas RMB. Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena. [Internet] [Masters thesis]. Escola Superior de Teologica; 2014. [cited 2019 Mar 21]. Available from: http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=524 ;.

Council of Science Editors:

Jankauskas RMB. Educação popular indígena: vivenciando as ações e reações das crianças no processo ensino e aprendizagem na escola indígena. [Masters Thesis]. Escola Superior de Teologica; 2014. Available from: http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=524 ;


University of Pretoria

29. Rambau, Simon Takalani. Educational perspectives on learner awareness of hazards and disasters.

Degree: Humanities Education, 2011, University of Pretoria

 The global community is experiencing an increasing number of disasters that ranges from earthquakes, floods, storms, epidemics, fires, landslides, hurricanes, tsunamis and social conflicts that… (more)

Subjects/Keywords: Hazards; Curriculum; Integrated teaching and learning; Local knowledge; Indigenous knowledge; Informal settlements; Resilience; Disasters vulnerability; Instructional design; UCTD

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

APA (6th Edition):

Rambau, S. T. (2011). Educational perspectives on learner awareness of hazards and disasters. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28624

Chicago Manual of Style (16th Edition):

Rambau, Simon Takalani. “Educational perspectives on learner awareness of hazards and disasters.” 2011. Doctoral Dissertation, University of Pretoria. Accessed March 21, 2019. http://hdl.handle.net/2263/28624.

MLA Handbook (7th Edition):

Rambau, Simon Takalani. “Educational perspectives on learner awareness of hazards and disasters.” 2011. Web. 21 Mar 2019.

Vancouver:

Rambau ST. Educational perspectives on learner awareness of hazards and disasters. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/2263/28624.

Council of Science Editors:

Rambau ST. Educational perspectives on learner awareness of hazards and disasters. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28624

30. Shay, Marnee. Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education.

Degree: 2013, University of the Sunshine Coast

 Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on… (more)

Subjects/Keywords: Aboriginal; Alternative Schools; Cultural leadership; Critical race theory; First peoples; Flexi Schools; Indigenous; Learning Choices; Torres Strait Islander

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shay, M. (2013). Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education. (Thesis). University of the Sunshine Coast. Retrieved from http://eprints.qut.edu.au/71023/

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):

Shay, Marnee. “Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education.” 2013. Thesis, University of the Sunshine Coast. Accessed March 21, 2019. http://eprints.qut.edu.au/71023/.

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

MLA Handbook (7th Edition):

Shay, Marnee. “Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education.” 2013. Web. 21 Mar 2019.

Vancouver:

Shay M. Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education. [Internet] [Thesis]. University of the Sunshine Coast; 2013. [cited 2019 Mar 21]. Available from: http://eprints.qut.edu.au/71023/.

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

Council of Science Editors:

Shay M. Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education. [Thesis]. University of the Sunshine Coast; 2013. Available from: http://eprints.qut.edu.au/71023/

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

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