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You searched for subject:(Indigenous pedagogy). Showing records 1 – 30 of 57 total matches.

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1. 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 May 25, 2019. http://hdl.handle.net/10791/14.

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

MLA Handbook (7th Edition):

Helmer, Joyce M. “The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story.” 2012. Web. 25 May 2019.

Vancouver:

Helmer JM. The Hollow Bone Hunter's Search for Sacred Space in Cyberspace: A Two World Story. [Internet] [Thesis]. Athabasca University; 2012. [cited 2019 May 25]. 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


Louisiana State University

2. Sánchez Arias, Ginés A. Linguistic Political Ecology with the Ngäbe Indigenous People of Panama.

Degree: PhD, Human Geography, 2018, Louisiana State University

Indigenous communities from all corners of the globe live in uncertain times. From the vantage point of their “remote" lands, they undergo some of… (more)

Subjects/Keywords: decoloniality; orthography; extractivism; pedagogy; indigenous; resistance

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APA (6th Edition):

Sánchez Arias, G. A. (2018). Linguistic Political Ecology with the Ngäbe Indigenous People of Panama. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4543

Chicago Manual of Style (16th Edition):

Sánchez Arias, Ginés A. “Linguistic Political Ecology with the Ngäbe Indigenous People of Panama.” 2018. Doctoral Dissertation, Louisiana State University. Accessed May 25, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4543.

MLA Handbook (7th Edition):

Sánchez Arias, Ginés A. “Linguistic Political Ecology with the Ngäbe Indigenous People of Panama.” 2018. Web. 25 May 2019.

Vancouver:

Sánchez Arias GA. Linguistic Political Ecology with the Ngäbe Indigenous People of Panama. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2019 May 25]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4543.

Council of Science Editors:

Sánchez Arias GA. Linguistic Political Ecology with the Ngäbe Indigenous People of Panama. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4543


University of Canterbury

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

Degree: 2015, University of Canterbury

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Thesis, University of Canterbury. Accessed May 25, 2019. http://hdl.handle.net/10092/11447.

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

MLA Handbook (7th Edition):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Web. 25 May 2019.

Vancouver:

Areli S. Changing pedagogies: including indigenous epistemologies and inclusive practices. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 May 25]. Available from: http://hdl.handle.net/10092/11447.

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

Council of Science Editors:

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

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


University of Victoria

4. Clausing, Hayley. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.

Degree: School of Child and Youth Care, 2015, University of Victoria

 A narrative of denial and ignorance of colonial history is pervasive in Canadian school curriculum. Generations of Canadians children learn about history without adequate understanding… (more)

Subjects/Keywords: colonialism; pedagogy; curriculum; racialized ignorance; Indigenous; Whiteness

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APA (6th Edition):

Clausing, H. (2015). Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6469

Chicago Manual of Style (16th Edition):

Clausing, Hayley. “Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.” 2015. Masters Thesis, University of Victoria. Accessed May 25, 2019. http://hdl.handle.net/1828/6469.

MLA Handbook (7th Edition):

Clausing, Hayley. “Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum.” 2015. Web. 25 May 2019.

Vancouver:

Clausing H. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2019 May 25]. Available from: http://hdl.handle.net/1828/6469.

Council of Science Editors:

Clausing H. Home and Native Land: A Critical Discourse Analysis of Ontario Grade 7 History Curriculum. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6469


Brock University

5. Brant, Jennifer Rose. Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 This qualitative inquiry explored the value of Indigenous Maternal Pedagogy, an Indigenous women-centred approach, to consider the effects this unique teaching and learning engagement had… (more)

Subjects/Keywords: Indigenous Maternal Pedagogy

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APA (6th Edition):

Brant, J. R. (n.d.). Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/13126

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brant, Jennifer Rose. “Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets .” Thesis, Brock University. Accessed May 25, 2019. http://hdl.handle.net/10464/13126.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brant, Jennifer Rose. “Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets .” Web. 25 May 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Brant JR. Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets . [Internet] [Thesis]. Brock University; [cited 2019 May 25]. Available from: http://hdl.handle.net/10464/13126.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Brant JR. Journeying Toward a Praxis of Indigenous Maternal Pedagogy: Lessons From Our Sweetgrass Baskets . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/13126

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

6. Debicki, Kaitlin. OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS.

Degree: PhD, 2017, McMaster University

Okwire’shon:’a, or trees of the forest, guide the methodology and epistemology of my doctoral research. The Rotinonhsonni creation history tells us that all life is… (more)

Subjects/Keywords: Indigenous Studies; Indigenous Literature; Ecocriticism; Landed Pedagogy; Indigenous Methodologies; Rotinonhsonni; Haudenosaunee; Trees

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APA (6th Edition):

Debicki, K. (2017). OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/22045

Chicago Manual of Style (16th Edition):

Debicki, Kaitlin. “OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS.” 2017. Doctoral Dissertation, McMaster University. Accessed May 25, 2019. http://hdl.handle.net/11375/22045.

MLA Handbook (7th Edition):

Debicki, Kaitlin. “OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS.” 2017. Web. 25 May 2019.

Vancouver:

Debicki K. OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS. [Internet] [Doctoral dissertation]. McMaster University; 2017. [cited 2019 May 25]. Available from: http://hdl.handle.net/11375/22045.

Council of Science Editors:

Debicki K. OKWIRE’SHON:’A, THE FIRST STORYTELLERS: RECOVERING LANDED CONSCIOUSNESS IN READINGS OF TREES & TEXTS. [Doctoral Dissertation]. McMaster University; 2017. Available from: http://hdl.handle.net/11375/22045


Kansas State University

7. RedCorn, Sean Alexander. Set the prairie on fire: an autoethnographic confrontation of colonial entanglements.

Degree: EdD, Department of Educational Leadership, 2017, Kansas State University

 There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move… (more)

Subjects/Keywords: American Indian education; Indigenous autoethnography; White privilege; Red Pedagogy; Osage; Transformational Indigenous Praxis

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APA (6th Edition):

RedCorn, S. A. (2017). Set the prairie on fire: an autoethnographic confrontation of colonial entanglements. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/36214

Chicago Manual of Style (16th Edition):

RedCorn, Sean Alexander. “Set the prairie on fire: an autoethnographic confrontation of colonial entanglements.” 2017. Doctoral Dissertation, Kansas State University. Accessed May 25, 2019. http://hdl.handle.net/2097/36214.

MLA Handbook (7th Edition):

RedCorn, Sean Alexander. “Set the prairie on fire: an autoethnographic confrontation of colonial entanglements.” 2017. Web. 25 May 2019.

Vancouver:

RedCorn SA. Set the prairie on fire: an autoethnographic confrontation of colonial entanglements. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2019 May 25]. Available from: http://hdl.handle.net/2097/36214.

Council of Science Editors:

RedCorn SA. Set the prairie on fire: an autoethnographic confrontation of colonial entanglements. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/36214


University of Canterbury

8. Soaladaob, Kiblas. Cultivating Identities: Re-thinking Education in Palau.

Degree: Macmillan Brown Centre for Pacific Studies, 2010, University of Canterbury

 A plethora of cross-cultural research studies has been conducted and published on the conflict or collision between western models of education and indigenous knowledge and… (more)

Subjects/Keywords: identity; Palau; Pacific; indigenous knowledge; indigenous epistemology; Micronesia; Ulimang; Ngaraard; education; indigenous pedagogy; social development; well-being

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APA (6th Edition):

Soaladaob, K. (2010). Cultivating Identities: Re-thinking Education in Palau. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5889

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):

Soaladaob, Kiblas. “Cultivating Identities: Re-thinking Education in Palau.” 2010. Thesis, University of Canterbury. Accessed May 25, 2019. http://hdl.handle.net/10092/5889.

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

MLA Handbook (7th Edition):

Soaladaob, Kiblas. “Cultivating Identities: Re-thinking Education in Palau.” 2010. Web. 25 May 2019.

Vancouver:

Soaladaob K. Cultivating Identities: Re-thinking Education in Palau. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 May 25]. Available from: http://hdl.handle.net/10092/5889.

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

Council of Science Editors:

Soaladaob K. Cultivating Identities: Re-thinking Education in Palau. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5889

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


Bowling Green State University

9. Donelson, Danielle E. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.

Degree: PhD, English (Rhetoric and Writing) PhD, 2018, Bowling Green State University

 In this dissertation entitled, “Theorizing A Settlers’ Approach To Decolonial Pedagogy: Storying As Methodologies, Humbled, Rhetorical Listening And Awareness Of Embodiment,” I outline a set… (more)

Subjects/Keywords: Rhetoric; Composition; Epistemology; Pedagogy; Decolonial Theory; Decoloniality; Decolonial Pedagogy; Cultural Rhetorics; Indigenous Epistemologies

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APA (6th Edition):

Donelson, D. E. (2018). Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932

Chicago Manual of Style (16th Edition):

Donelson, Danielle E. “Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed May 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932.

MLA Handbook (7th Edition):

Donelson, Danielle E. “Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment.” 2018. Web. 25 May 2019.

Vancouver:

Donelson DE. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 May 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932.

Council of Science Editors:

Donelson DE. Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932


University of Tennessee – Knoxville

10. Lawyer, Gloshanda La’Kenda. Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education.

Degree: 2018, University of Tennessee – Knoxville

 This dissertation theorizes the curriculum of colonization in relation to the Deaf, DeafBlind, DeafDisabled, and Hard of Hearing population within the United States’ schooling system.… (more)

Subjects/Keywords: curriculum of colonization; dis/ability; Deaf; intersectionality; decolonization; critical indigenous pedagogy

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APA (6th Edition):

Lawyer, G. L. (2018). Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5036

Chicago Manual of Style (16th Edition):

Lawyer, Gloshanda La’Kenda. “Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education.” 2018. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed May 25, 2019. https://trace.tennessee.edu/utk_graddiss/5036.

MLA Handbook (7th Edition):

Lawyer, Gloshanda La’Kenda. “Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education.” 2018. Web. 25 May 2019.

Vancouver:

Lawyer GL. Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2018. [cited 2019 May 25]. Available from: https://trace.tennessee.edu/utk_graddiss/5036.

Council of Science Editors:

Lawyer GL. Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2018. Available from: https://trace.tennessee.edu/utk_graddiss/5036


University of Victoria

11. Comeau, Emily. Literacy and language revitalization: leaving a visible trace.

Degree: Department of Linguistics, 2018, University of Victoria

 The purpose of this research is to seek out Indigenous perspectives on literacy in Indigenous Language Revitalization (ILR), and to explore the role of print… (more)

Subjects/Keywords: Indigenous language revitalization; language pedagogy; literacy; linguistics; decolonization

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APA (6th Edition):

Comeau, E. (2018). Literacy and language revitalization: leaving a visible trace. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9421

Chicago Manual of Style (16th Edition):

Comeau, Emily. “Literacy and language revitalization: leaving a visible trace.” 2018. Masters Thesis, University of Victoria. Accessed May 25, 2019. https://dspace.library.uvic.ca//handle/1828/9421.

MLA Handbook (7th Edition):

Comeau, Emily. “Literacy and language revitalization: leaving a visible trace.” 2018. Web. 25 May 2019.

Vancouver:

Comeau E. Literacy and language revitalization: leaving a visible trace. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 May 25]. Available from: https://dspace.library.uvic.ca//handle/1828/9421.

Council of Science Editors:

Comeau E. Literacy and language revitalization: leaving a visible trace. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9421


University of Manitoba

12. Chartrand, Rebecca. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.

Degree: Curriculum, Teaching and Learning, 2012, University of Manitoba

 Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences… (more)

Subjects/Keywords: Aboriginal Education; Indigenous Education; First Nations Education; Anishinaabe education; Anishinaabe pedagogy

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APA (6th Edition):

Chartrand, R. (2012). Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31755

Chicago Manual of Style (16th Edition):

Chartrand, Rebecca. “Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.” 2012. Masters Thesis, University of Manitoba. Accessed May 25, 2019. http://hdl.handle.net/1993/31755.

MLA Handbook (7th Edition):

Chartrand, Rebecca. “Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.” 2012. Web. 25 May 2019.

Vancouver:

Chartrand R. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 May 25]. Available from: http://hdl.handle.net/1993/31755.

Council of Science Editors:

Chartrand R. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/31755


University of Victoria

13. Johnsen, Kelly. Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice.

Degree: Department of Curriculum and Instruction, 2019, University of Victoria

 Historically, the Nuu-chah-nulth People of Vancouver Island passed down knowledge and skills utilizing methods analogous with traditional Indigenous pedagogies around the world. These traditional teaching… (more)

Subjects/Keywords: Nuu-chah-nulth; Indigenous pedagogy; Authentic assessment; Traditional assessment methods

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APA (6th Edition):

Johnsen, K. (2019). Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10698

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):

Johnsen, Kelly. “Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice.” 2019. Thesis, University of Victoria. Accessed May 25, 2019. http://hdl.handle.net/1828/10698.

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

MLA Handbook (7th Edition):

Johnsen, Kelly. “Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice.” 2019. Web. 25 May 2019.

Vancouver:

Johnsen K. Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice. [Internet] [Thesis]. University of Victoria; 2019. [cited 2019 May 25]. Available from: http://hdl.handle.net/1828/10698.

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

Council of Science Editors:

Johnsen K. Nuu-chah-nulth traditional pedagogy: shining light on authentic contemporary assessment practice. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10698

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


University of Victoria

14. Murphy, Tracey. Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria.

Degree: Department of Educational Psychology and Leadership Studies, 2019, University of Victoria

 In 2015, the Truth and Reconciliation Commission made their final recommendations for Canadian society to address cultural genocide: by affirming stories of survivors, taking personal… (more)

Subjects/Keywords: decolonization; Indigenous art education; museum education; art education; Truth and Reconciliation; Indigenous futurity; critical pedagogy; Community Based Research; Decolonizing Theory

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APA (6th Edition):

Murphy, T. (2019). Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/10515

Chicago Manual of Style (16th Edition):

Murphy, Tracey. “Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria.” 2019. Masters Thesis, University of Victoria. Accessed May 25, 2019. https://dspace.library.uvic.ca//handle/1828/10515.

MLA Handbook (7th Edition):

Murphy, Tracey. “Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria.” 2019. Web. 25 May 2019.

Vancouver:

Murphy T. Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2019 May 25]. Available from: https://dspace.library.uvic.ca//handle/1828/10515.

Council of Science Editors:

Murphy T. Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria. [Masters Thesis]. University of Victoria; 2019. Available from: https://dspace.library.uvic.ca//handle/1828/10515


Brigham Young University

15. Andrus, Raquel Malia. A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo.

Degree: MA, 2014, Brigham Young University

  Leaders in K-12 education in Hawai'i are increasingly advocating for and utilizing the culture and knowledge of the kānaka Maoli, the native people of… (more)

Subjects/Keywords: Hawai'i; art education; place-based education; culture-based education; autoethnography; critical indigenous inquiry or critical indigenous pedagogy; Art Practice

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APA (6th Edition):

Andrus, R. M. (2014). A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4898&context=etd

Chicago Manual of Style (16th Edition):

Andrus, Raquel Malia. “A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo.” 2014. Masters Thesis, Brigham Young University. Accessed May 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4898&context=etd.

MLA Handbook (7th Edition):

Andrus, Raquel Malia. “A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo.” 2014. Web. 25 May 2019.

Vancouver:

Andrus RM. A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo. [Internet] [Masters thesis]. Brigham Young University; 2014. [cited 2019 May 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4898&context=etd.

Council of Science Editors:

Andrus RM. A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo. [Masters Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4898&context=etd


University of Newcastle

16. Donovan, Michael Joseph. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This thesis was developed on the basis of Aboriginal educational practices that have been acknowledged in the field… (more)

Subjects/Keywords: Aboriginal education; Aboriginal pedagogy; school-age students; Aboriginal voice; quality teaching; Indigenous education; pedagogy; Aboriginal standpoint

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APA (6th Edition):

Donovan, M. J. (2016). What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1321369

Chicago Manual of Style (16th Edition):

Donovan, Michael Joseph. “What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.” 2016. Doctoral Dissertation, University of Newcastle. Accessed May 25, 2019. http://hdl.handle.net/1959.13/1321369.

MLA Handbook (7th Edition):

Donovan, Michael Joseph. “What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.” 2016. Web. 25 May 2019.

Vancouver:

Donovan MJ. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2019 May 25]. Available from: http://hdl.handle.net/1959.13/1321369.

Council of Science Editors:

Donovan MJ. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1321369


Université de Sherbrooke

17. Campeau, Diane. Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec .

Degree: 2019, Université de Sherbrooke

 Plusieurs études démontrent l’impact négatif d’un curriculum où les dimensions culturelles autochtones sont peu présentes (Corbière, 2000; Battiste, 2002; Michell et al., 2008). Or, est-il… (more)

Subjects/Keywords: Pédagogie autochtone; Pédagogie du lieu; Concept 3-4-5+; Dimensions culturelles autochtones; Aînées; Indigenous pedagogy; Place-based pedagogy; Elders; Indigenous education; 3-4-5+ concept

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APA (6th Edition):

Campeau, D. (2019). Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec . (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/15042

Chicago Manual of Style (16th Edition):

Campeau, Diane. “Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec .” 2019. Doctoral Dissertation, Université de Sherbrooke. Accessed May 25, 2019. http://hdl.handle.net/11143/15042.

MLA Handbook (7th Edition):

Campeau, Diane. “Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec .” 2019. Web. 25 May 2019.

Vancouver:

Campeau D. Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec . [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2019. [cited 2019 May 25]. Available from: http://hdl.handle.net/11143/15042.

Council of Science Editors:

Campeau D. Pédagogie autochtone et pédagogie du lieu : démarche hybride pour l’intégration de dimensions culturelles autochtones dans l’enseignement au primaire au Québec . [Doctoral Dissertation]. Université de Sherbrooke; 2019. Available from: http://hdl.handle.net/11143/15042


Université de Sherbrooke

18. 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 May 25, 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. 25 May 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 May 25]. 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 Manitoba

19. Hunter, Todd. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.

Degree: Educational Administration, Foundations and Psychology, 2016, University of Manitoba

 The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent… (more)

Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education

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APA (6th Edition):

Hunter, T. (2016). Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32040

Chicago Manual of Style (16th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Masters Thesis, University of Manitoba. Accessed May 25, 2019. http://hdl.handle.net/1993/32040.

MLA Handbook (7th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 25 May 2019.

Vancouver:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 May 25]. Available from: http://hdl.handle.net/1993/32040.

Council of Science Editors:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32040


Queensland University of Technology

20. Phillips, Jean. Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies.

Degree: 2011, Queensland University of Technology

 The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the… (more)

Subjects/Keywords: compulsory Indigenous studies; resistance to Indigenous studies; pre-service teacher education; Indigenist standpoint pedagogy; Indigenist research; critical Indigenist case study; Indigenous knowledge perspectives; decolonisation

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APA (6th Edition):

Phillips, J. (2011). Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/46071/

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):

Phillips, Jean. “Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies.” 2011. Thesis, Queensland University of Technology. Accessed May 25, 2019. https://eprints.qut.edu.au/46071/.

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

MLA Handbook (7th Edition):

Phillips, Jean. “Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies.” 2011. Web. 25 May 2019.

Vancouver:

Phillips J. Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 May 25]. Available from: https://eprints.qut.edu.au/46071/.

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

Council of Science Editors:

Phillips J. Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/46071/

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


Universidade do Rio Grande do Sul

21. Ferreira, Waldinéia Antunes de Alcântara. Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios.

Degree: 2013, Universidade do Rio Grande do Sul

A Educação Escolar Indígena na atualidade das Comunidades Mayrob, Apiaká e Kayabi tem vivenciado uma constante ressignificação no intuito de se tornar diferenciada, específica e… (more)

Subjects/Keywords: Educação indígena; Indigenous school education; Teacher formation; Professor; Formação; Resistance; Pedagogy cosmo anthropologic; Resistência; Pedagogia; Antropologia

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

APA (6th Edition):

Ferreira, W. A. d. A. (2013). Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/87960

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):

Ferreira, Waldinéia Antunes de Alcântara. “Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed May 25, 2019. http://hdl.handle.net/10183/87960.

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

MLA Handbook (7th Edition):

Ferreira, Waldinéia Antunes de Alcântara. “Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios.” 2013. Web. 25 May 2019.

Vancouver:

Ferreira WAdA. Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2019 May 25]. Available from: http://hdl.handle.net/10183/87960.

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

Council of Science Editors:

Ferreira WAdA. Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/87960

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


Antioch University

22. Rich, Nancy Leigh. Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science.

Degree: PhD, Antioch New England: Environmental Studies, 2011, Antioch University

  As places to engage with changing and complex ideas, institutions of higher education offer a logical site for bringing Indigenous ways of knowing together… (more)

Subjects/Keywords: Environmental Science; Environmental Studies; Higher Education; Multilingual Education; Native Americans; Pedagogy; Native American; Indigenous; environmental studies; higher education; cross-cultural

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

APA (6th Edition):

Rich, N. L. (2011). Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229

Chicago Manual of Style (16th Edition):

Rich, Nancy Leigh. “Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science.” 2011. Doctoral Dissertation, Antioch University. Accessed May 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229.

MLA Handbook (7th Edition):

Rich, Nancy Leigh. “Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science.” 2011. Web. 25 May 2019.

Vancouver:

Rich NL. Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science. [Internet] [Doctoral dissertation]. Antioch University; 2011. [cited 2019 May 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229.

Council of Science Editors:

Rich NL. Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science. [Doctoral Dissertation]. Antioch University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229


Arizona State University

23. Ericson, Mark Grimes. Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption.

Degree: Justice Studies, 2015, Arizona State University

 These are unprecedented times. Like never before, humans, having separated themselves from the web of life through the skillful use of their opposable thumbs, have… (more)

Subjects/Keywords: Native American studies; Pedagogy; Entrepreneurship; biocultural survivance; climate change; community based education; cooperative enterprise; environment; indigenous youth

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APA (6th Edition):

Ericson, M. G. (2015). Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/30067

Chicago Manual of Style (16th Edition):

Ericson, Mark Grimes. “Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption.” 2015. Doctoral Dissertation, Arizona State University. Accessed May 25, 2019. http://repository.asu.edu/items/30067.

MLA Handbook (7th Edition):

Ericson, Mark Grimes. “Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption.” 2015. Web. 25 May 2019.

Vancouver:

Ericson MG. Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2019 May 25]. Available from: http://repository.asu.edu/items/30067.

Council of Science Editors:

Ericson MG. Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/30067


McGill University

24. Taieb, Belkacem. Education as a healing process.

Degree: MA, Department of Culture and Values in Education., 2007, McGill University

 This master's thesis is written by an indigenous person who sees education as a healing process. In the tradition of narrative inquiry (Clandinin and Connelly,… (more)

Subjects/Keywords: Critical pedagogy.; Indigenous peoples  – Education.; Multicultural education.; Decolonization.

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APA (6th Edition):

Taieb, B. (2007). Education as a healing process. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile112519.pdf

Chicago Manual of Style (16th Edition):

Taieb, Belkacem. “Education as a healing process.” 2007. Masters Thesis, McGill University. Accessed May 25, 2019. http://digitool.library.mcgill.ca/thesisfile112519.pdf.

MLA Handbook (7th Edition):

Taieb, Belkacem. “Education as a healing process.” 2007. Web. 25 May 2019.

Vancouver:

Taieb B. Education as a healing process. [Internet] [Masters thesis]. McGill University; 2007. [cited 2019 May 25]. Available from: http://digitool.library.mcgill.ca/thesisfile112519.pdf.

Council of Science Editors:

Taieb B. Education as a healing process. [Masters Thesis]. McGill University; 2007. Available from: http://digitool.library.mcgill.ca/thesisfile112519.pdf


Wayne State University

25. Alkholy, Sarah Omar. Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem.

Degree: PhD, Nutrition and Food Science, 2015, Wayne State University

  Introduction: Minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce, post-secondary STEM education, and show high academic attrition rates. Academic performance… (more)

Subjects/Keywords: Indigenous Science; Native Aboriginal; Natural health products; Pedagogy; STEM; Underrepresented minorities; Medicine and Health Sciences; Other Education; Science and Mathematics Education

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

APA (6th Edition):

Alkholy, S. O. (2015). Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1108

Chicago Manual of Style (16th Edition):

Alkholy, Sarah Omar. “Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem.” 2015. Doctoral Dissertation, Wayne State University. Accessed May 25, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1108.

MLA Handbook (7th Edition):

Alkholy, Sarah Omar. “Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem.” 2015. Web. 25 May 2019.

Vancouver:

Alkholy SO. Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem. [Internet] [Doctoral dissertation]. Wayne State University; 2015. [cited 2019 May 25]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1108.

Council of Science Editors:

Alkholy SO. Assessing The Impact Of Native American Elders As Co-Educators For University Students In Stem. [Doctoral Dissertation]. Wayne State University; 2015. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1108


University of Toronto

26. Cote-Meek, Sheila Louise. Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom.

Degree: 2010, University of Toronto

Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom… (more)

Subjects/Keywords: Aboriginal education; Colonial Violence; Aboriginal pedagogy; Indigenous education; Racism and education; Racism and Aboriginal students; 0515; 0516; 0745; 0340; 0740

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APA (6th Edition):

Cote-Meek, S. L. (2010). Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24729

Chicago Manual of Style (16th Edition):

Cote-Meek, Sheila Louise. “Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom.” 2010. Doctoral Dissertation, University of Toronto. Accessed May 25, 2019. http://hdl.handle.net/1807/24729.

MLA Handbook (7th Edition):

Cote-Meek, Sheila Louise. “Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom.” 2010. Web. 25 May 2019.

Vancouver:

Cote-Meek SL. Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 May 25]. Available from: http://hdl.handle.net/1807/24729.

Council of Science Editors:

Cote-Meek SL. Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24729


Deakin University

27. Maskell, John Paul. Educational praxis in various Australian indigenous higher education contexts.

Degree: School of Education, 2010, Deakin University

This thesis critically reports on discourses that impact on the role and work practices of a non-Indigenous educator within Indigenous higher education contexts. The study uses autobiography and narrative inquiry as research methods to examine workplace contexts. The findings reveal competing influences that shape the practices of a non-Indigenous educator.

Subjects/Keywords: College teachers - Attitudes - Australia; Aboriginal Australians - Education (Higher); Indigenous peoples - Education (Higher) - Australia; Critical pedagogy - Australia; Universities and colleges - Faculty - Australia

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APA (6th Edition):

Maskell, J. P. (2010). Educational praxis in various Australian indigenous higher education contexts. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30030530

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):

Maskell, John Paul. “Educational praxis in various Australian indigenous higher education contexts.” 2010. Thesis, Deakin University. Accessed May 25, 2019. http://hdl.handle.net/10536/DRO/DU:30030530.

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

MLA Handbook (7th Edition):

Maskell, John Paul. “Educational praxis in various Australian indigenous higher education contexts.” 2010. Web. 25 May 2019.

Vancouver:

Maskell JP. Educational praxis in various Australian indigenous higher education contexts. [Internet] [Thesis]. Deakin University; 2010. [cited 2019 May 25]. Available from: http://hdl.handle.net/10536/DRO/DU:30030530.

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

Council of Science Editors:

Maskell JP. Educational praxis in various Australian indigenous higher education contexts. [Thesis]. Deakin University; 2010. Available from: http://hdl.handle.net/10536/DRO/DU:30030530

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


University of Arizona

28. Shadowwalker, Depree Marie. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .

Degree: 2012, University of Arizona

 This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of… (more)

Subjects/Keywords: Critical Pedagogy; Curriculum and Instruction; Indigenous Theory; Language Studies; Language, Reading & Culture; American Indian Studies; Critical Discourse

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APA (6th Edition):

Shadowwalker, D. M. (2012). Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228169

Chicago Manual of Style (16th Edition):

Shadowwalker, Depree Marie. “Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .” 2012. Doctoral Dissertation, University of Arizona. Accessed May 25, 2019. http://hdl.handle.net/10150/228169.

MLA Handbook (7th Edition):

Shadowwalker, Depree Marie. “Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks .” 2012. Web. 25 May 2019.

Vancouver:

Shadowwalker DM. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 May 25]. Available from: http://hdl.handle.net/10150/228169.

Council of Science Editors:

Shadowwalker DM. Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228169

29. Toscano, Silvia E. Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California.

Degree: 2016, University of California – eScholarship, University of California

 This dissertation unearths insights that urban Chicana and Chicano educators, in Southern California, teaching at the upper levels of the pipeline (levels 9-16 and beyond),… (more)

Subjects/Keywords: Ethnic studies; Education; Curriculum development; Ceremonial Discourse; Chicana and Chicano Educators; Decolonizing; Indigenous; Pedagogy; Teaching as a Healing Craft

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

APA (6th Edition):

Toscano, S. E. (2016). Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/5ts6141j

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):

Toscano, Silvia E. “Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California.” 2016. Thesis, University of California – eScholarship, University of California. Accessed May 25, 2019. http://www.escholarship.org/uc/item/5ts6141j.

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

MLA Handbook (7th Edition):

Toscano, Silvia E. “Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California.” 2016. Web. 25 May 2019.

Vancouver:

Toscano SE. Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2019 May 25]. Available from: http://www.escholarship.org/uc/item/5ts6141j.

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

Council of Science Editors:

Toscano SE. Learning to Heal, Healing to Learn: Sacred Pedagogies and the Aesthetics of a Teaching-Healing Praxis among Chicana and Chicano Educators in Southern California. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/5ts6141j

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


University of Toronto

30. Chacaby, Maya. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.

Degree: 2011, University of Toronto

In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are… (more)

Subjects/Keywords: Anishinaabe pedagogy; Ojibwe language; Ojibwe philosophy; Anishinaabemowin; Aboriginal worldview; Aboriginal education; self-determination; Anishinaabe axiology; Indigenous language revitalization; Aboriginal pedagogy; Aboriginal research; colonization; 0515; 0422; 0998; 0279; 0740

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

APA (6th Edition):

Chacaby, M. (2011). Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30080

Chicago Manual of Style (16th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Masters Thesis, University of Toronto. Accessed May 25, 2019. http://hdl.handle.net/1807/30080.

MLA Handbook (7th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Web. 25 May 2019.

Vancouver:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 May 25]. Available from: http://hdl.handle.net/1807/30080.

Council of Science Editors:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30080

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