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You searched for subject:(decolonizing). Showing records 1 – 30 of 62 total matches.

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University of Georgia

1. Bhattacharya, Kakali. Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S.

Degree: PhD, Educational Psychology, 2005, University of Georgia

 Globalization in its most rudimentary form speaks towards a singular world society. However, with several forms of patriarchal and colonial discourses drawing borders, both physical… (more)

Subjects/Keywords: decolonizing epistemologies

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APA (6th Edition):

Bhattacharya, K. (2005). Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bhattacharya_kakali_200508_phd

Chicago Manual of Style (16th Edition):

Bhattacharya, Kakali. “Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S.” 2005. Doctoral Dissertation, University of Georgia. Accessed February 16, 2019. http://purl.galileo.usg.edu/uga_etd/bhattacharya_kakali_200508_phd.

MLA Handbook (7th Edition):

Bhattacharya, Kakali. “Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S.” 2005. Web. 16 Feb 2019.

Vancouver:

Bhattacharya K. Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Feb 16]. Available from: http://purl.galileo.usg.edu/uga_etd/bhattacharya_kakali_200508_phd.

Council of Science Editors:

Bhattacharya K. Border crossings and imagined-nations: a case study of socio-cultural negotiations of two female Indian graduate students in the U.S. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/bhattacharya_kakali_200508_phd


Queens University

2. Lamb, Christopher. (Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum .

Degree: Geography, 2015, Queens University

 This thesis explores the challenges to decolonizing education in British Columbia (BC), one of the thirteen provinces and territories in Canada. It is an analysis… (more)

Subjects/Keywords: education; settler colonialism; decolonizing education; place

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APA (6th Edition):

Lamb, C. (2015). (Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13792

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):

Lamb, Christopher. “(Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum .” 2015. Thesis, Queens University. Accessed February 16, 2019. http://hdl.handle.net/1974/13792.

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

MLA Handbook (7th Edition):

Lamb, Christopher. “(Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum .” 2015. Web. 16 Feb 2019.

Vancouver:

Lamb C. (Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1974/13792.

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

Council of Science Editors:

Lamb C. (Neo)Liberal Scripts: Settler Colonialism and the British Columbia School Curriculum . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13792

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


University of Ottawa

3. Furo, Annette. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .

Degree: 2018, University of Ottawa

 The current moment of education in Canada is increasingly asking educators to take up the mandate and responsibility to integrate Indigenous perspectives into curricula and… (more)

Subjects/Keywords: Indigenous knowledges; Curriculum; Decolonizing; Critical ethnography; Reconciliation

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APA (6th Edition):

Furo, A. (2018). Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37106

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):

Furo, Annette. “Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .” 2018. Thesis, University of Ottawa. Accessed February 16, 2019. http://hdl.handle.net/10393/37106.

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

MLA Handbook (7th Edition):

Furo, Annette. “Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .” 2018. Web. 16 Feb 2019.

Vancouver:

Furo A. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10393/37106.

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

Council of Science Editors:

Furo A. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37106

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


University of Toronto

4. Hackett, Valarie Cynthia Rhonda. Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada.

Degree: PhD, 2016, University of Toronto

 This study retrospectively explores the experiences of separation and reunification of African Caribbean immigrant families and how they rebuild their families in the context of… (more)

Subjects/Keywords: African Caribbean; Decolonizing; Family Separation; Immigration; 0452

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APA (6th Edition):

Hackett, V. C. R. (2016). Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76506

Chicago Manual of Style (16th Edition):

Hackett, Valarie Cynthia Rhonda. “Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada.” 2016. Doctoral Dissertation, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/76506.

MLA Handbook (7th Edition):

Hackett, Valarie Cynthia Rhonda. “Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada.” 2016. Web. 16 Feb 2019.

Vancouver:

Hackett VCR. Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/76506.

Council of Science Editors:

Hackett VCR. Families Building Nations, or Nations Building on Families? An Exploration of How African Caribbean Immigrants (Re) Construct Family in the Context of Immigration and Oppression in Canada. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76506


University of Texas – Austin

5. Schoepe, Vera. "Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

 During this participatory Photovoice-based research project, we elicited the use of Photography and storytelling and observed the emergence of young learner-agency during moments of “unscripted”… (more)

Subjects/Keywords: Multimodal; Photovoice; Education; Place; Decolonizing; Curriculum; Design

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APA (6th Edition):

Schoepe, V. (2018). "Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/69027

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):

Schoepe, Vera. “"Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies.” 2018. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/69027.

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

MLA Handbook (7th Edition):

Schoepe, Vera. “"Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies.” 2018. Web. 16 Feb 2019.

Vancouver:

Schoepe V. "Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/69027.

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

Council of Science Editors:

Schoepe V. "Counter-mapping" the notion of place along the triple border in the Amazon : a participatory art research project with youth using Photovoice and critical place inquiry methodologies. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/69027

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


University of Toronto

6. Woodworth, Stephanie Marianne. Decolonizing autoethnography: Where's the water in kinesiology?.

Degree: 2018, University of Toronto

Kinesiology is a multi-disciplinary field studying the human body in relation to movement, and, yet, water is largely taken-for-granted. This is astonishing, considering ~70% of… (more)

Subjects/Keywords: Decolonizing; Education; Indigenous Methodologies; Spirituality; Storytelling; Water; 0515

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APA (6th Edition):

Woodworth, S. M. (2018). Decolonizing autoethnography: Where's the water in kinesiology?. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91700

Chicago Manual of Style (16th Edition):

Woodworth, Stephanie Marianne. “Decolonizing autoethnography: Where's the water in kinesiology?.” 2018. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/91700.

MLA Handbook (7th Edition):

Woodworth, Stephanie Marianne. “Decolonizing autoethnography: Where's the water in kinesiology?.” 2018. Web. 16 Feb 2019.

Vancouver:

Woodworth SM. Decolonizing autoethnography: Where's the water in kinesiology?. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/91700.

Council of Science Editors:

Woodworth SM. Decolonizing autoethnography: Where's the water in kinesiology?. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91700


University of Toronto

7. Valencia Mafla, Andrés Fernando. Auto(decolonizing)ethnography of My Academic Selves and Practices.

Degree: 2018, University of Toronto

This decolonizing autoethnography hinges on Sandoval’s (2000) analysis of the metaphor of the mask by Franz Fanon (1967), to explain the different ways in which… (more)

Subjects/Keywords: autoethnography; Ch’ixi; decolonizing; EFL teacher educator; Fanon; haunting; 0530

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APA (6th Edition):

Valencia Mafla, A. F. (2018). Auto(decolonizing)ethnography of My Academic Selves and Practices. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91708

Chicago Manual of Style (16th Edition):

Valencia Mafla, Andrés Fernando. “Auto(decolonizing)ethnography of My Academic Selves and Practices.” 2018. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/91708.

MLA Handbook (7th Edition):

Valencia Mafla, Andrés Fernando. “Auto(decolonizing)ethnography of My Academic Selves and Practices.” 2018. Web. 16 Feb 2019.

Vancouver:

Valencia Mafla AF. Auto(decolonizing)ethnography of My Academic Selves and Practices. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/91708.

Council of Science Editors:

Valencia Mafla AF. Auto(decolonizing)ethnography of My Academic Selves and Practices. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91708


UCLA

8. Valdez, Carolina Alicia. Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era.

Degree: Education, 2015, UCLA

Decolonizing pedagogy requires teachers and students challenge classical and present day colonial colonialism. Questions arise when examining the implementation of such practices in the elementary… (more)

Subjects/Keywords: Education; Decolonizing Pedagogy; Elementary Education; Ethnic Studies; Internal Colonialism; Urban Education

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APA (6th Edition):

Valdez, C. A. (2015). Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/80w5n68p

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):

Valdez, Carolina Alicia. “Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era.” 2015. Thesis, UCLA. Accessed February 16, 2019. http://www.escholarship.org/uc/item/80w5n68p.

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

MLA Handbook (7th Edition):

Valdez, Carolina Alicia. “Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era.” 2015. Web. 16 Feb 2019.

Vancouver:

Valdez CA. Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Feb 16]. Available from: http://www.escholarship.org/uc/item/80w5n68p.

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

Council of Science Editors:

Valdez CA. Decolonizing the Elementary Classroom: Possibilities and Constraints in the Common Core Era. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/80w5n68p

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


Vanderbilt University

9. Lyew, Dominique A. Community Research and Epistemic Justice in Jamaica.

Degree: MS, Community Research and Action, 2018, Vanderbilt University

 In the broad field of community research (CR), epistemic justice is often considered to be an issue at the community level. That is, the more… (more)

Subjects/Keywords: epistemic justice; community research; decolonizing; Caribbean; community development; empowerment

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APA (6th Edition):

Lyew, D. A. (2018). Community Research and Epistemic Justice in Jamaica. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-10162018-132848/ ;

Chicago Manual of Style (16th Edition):

Lyew, Dominique A. “Community Research and Epistemic Justice in Jamaica.” 2018. Masters Thesis, Vanderbilt University. Accessed February 16, 2019. http://etd.library.vanderbilt.edu/available/etd-10162018-132848/ ;.

MLA Handbook (7th Edition):

Lyew, Dominique A. “Community Research and Epistemic Justice in Jamaica.” 2018. Web. 16 Feb 2019.

Vancouver:

Lyew DA. Community Research and Epistemic Justice in Jamaica. [Internet] [Masters thesis]. Vanderbilt University; 2018. [cited 2019 Feb 16]. Available from: http://etd.library.vanderbilt.edu/available/etd-10162018-132848/ ;.

Council of Science Editors:

Lyew DA. Community Research and Epistemic Justice in Jamaica. [Masters Thesis]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-10162018-132848/ ;


University of Arizona

10. Holmes, Amanda L. Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place .

Degree: 2018, University of Arizona

 Kanien'keha:ka and Rotinonhshonni languages, knowledges, teachings, philosophies, epistemologies, and ethical systems exist in relation to the living presence of lands and the natural world, ancestral… (more)

Subjects/Keywords: decolonizing methodologies; Elder praxis; language revitalization; traditional knowledge

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APA (6th Edition):

Holmes, A. L. (2018). Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628178

Chicago Manual of Style (16th Edition):

Holmes, Amanda L. “Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place .” 2018. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/628178.

MLA Handbook (7th Edition):

Holmes, Amanda L. “Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place .” 2018. Web. 16 Feb 2019.

Vancouver:

Holmes AL. Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/628178.

Council of Science Editors:

Holmes AL. Geographies of Home, Memory, and Heart: Mohawk Elder Praxis, Land, Language, and Knowledge Woven in Place . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628178


University of Ottawa

11. Barwin, Lynn. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods .

Degree: 2012, University of Ottawa

 This thesis examines how traditional medicine workshops offered by an Aboriginal health centre contribute to capacity re-building through self-care in two local communities in Manitoulin… (more)

Subjects/Keywords: Aboriginal health; traditional medicine; self-care; capacity (re)building; decolonizing methodology; self-determination; art voice; culturally relevant research; place-based methods; decolonizing methods; Manitoulin School of Art; Indigenous Worldview

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APA (6th Edition):

Barwin, L. (2012). Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/22870

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):

Barwin, Lynn. “Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods .” 2012. Thesis, University of Ottawa. Accessed February 16, 2019. http://hdl.handle.net/10393/22870.

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

MLA Handbook (7th Edition):

Barwin, Lynn. “Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods .” 2012. Web. 16 Feb 2019.

Vancouver:

Barwin L. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . [Internet] [Thesis]. University of Ottawa; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10393/22870.

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

Council of Science Editors:

Barwin L. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . [Thesis]. University of Ottawa; 2012. Available from: http://hdl.handle.net/10393/22870

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


Laurentian University

12. Rowe A, Robyn. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .

Degree: 2017, Laurentian University

 The literature surrounding the educational experiences of Indigenous Peoples is an ever-growing and diverse area of research in Canada. However, within this field, the voices… (more)

Subjects/Keywords: academic; decolonizing; education; First Nations; identity; indigenous; mothers; internalized oppression; resilience; students; university

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APA (6th Edition):

Rowe A, R. (2017). “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/2828

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):

Rowe A, Robyn. ““Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .” 2017. Thesis, Laurentian University. Accessed February 16, 2019. https://zone.biblio.laurentian.ca/handle/10219/2828.

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

MLA Handbook (7th Edition):

Rowe A, Robyn. ““Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .” 2017. Web. 16 Feb 2019.

Vancouver:

Rowe A R. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . [Internet] [Thesis]. Laurentian University; 2017. [cited 2019 Feb 16]. Available from: https://zone.biblio.laurentian.ca/handle/10219/2828.

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

Council of Science Editors:

Rowe A R. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . [Thesis]. Laurentian University; 2017. Available from: https://zone.biblio.laurentian.ca/handle/10219/2828

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


Syracuse University

13. Elder, Brent Carson. THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION.

Degree: PhD, Teaching and Leadership, 2016, Syracuse University

  In this dissertation, I explored the tensions that arise when Northern concepts of inclusive education and disability rights are imported to countries in the… (more)

Subjects/Keywords: Community-based participatory research; Critical disability studies; Decolonizing methodologies; Disability rights; Inclusive Education; Kenya; Education

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APA (6th Edition):

Elder, B. C. (2016). THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/430

Chicago Manual of Style (16th Edition):

Elder, Brent Carson. “THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION.” 2016. Doctoral Dissertation, Syracuse University. Accessed February 16, 2019. https://surface.syr.edu/etd/430.

MLA Handbook (7th Edition):

Elder, Brent Carson. “THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION.” 2016. Web. 16 Feb 2019.

Vancouver:

Elder BC. THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Feb 16]. Available from: https://surface.syr.edu/etd/430.

Council of Science Editors:

Elder BC. THE TENSIONS OF NORTHERN IMPORTS: DISABILITY AND INCLUSION IN KENYAN PRIMARY EDUCATION. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/430


Laurentian University

14. Rowe, Robyn. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .

Degree: 2017, Laurentian University

 The literature surrounding the educational experiences of Indigenous Peoples is an ever-growing and diverse area of research in Canada. However, within this field, the voices… (more)

Subjects/Keywords: academic; decolonizing; education; First Nations; identity; indigenous; mothers; internalized oppression; resilience; students; university

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APA (6th Edition):

Rowe, R. (2017). “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/2828

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):

Rowe, Robyn. ““Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .” 2017. Thesis, Laurentian University. Accessed February 16, 2019. https://zone.biblio.laurentian.ca/handle/10219/2828.

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

MLA Handbook (7th Edition):

Rowe, Robyn. ““Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario .” 2017. Web. 16 Feb 2019.

Vancouver:

Rowe R. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . [Internet] [Thesis]. Laurentian University; 2017. [cited 2019 Feb 16]. Available from: https://zone.biblio.laurentian.ca/handle/10219/2828.

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

Council of Science Editors:

Rowe R. “Mother first, student second”: challenging adversity and balancing identity in the pursuit of university-level education as First Nations mothers in Northeastern Ontario . [Thesis]. Laurentian University; 2017. Available from: https://zone.biblio.laurentian.ca/handle/10219/2828

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


Laurentian University

15. Blodgett, Amy T. The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation .

Degree: 2015, Laurentian University

 Researchers have documented the importance of sport in the lives of Aboriginal people, emphasizing how it can improve health and wellness and reaffirm core cultural… (more)

Subjects/Keywords: Aboriginal people; decolonizing research; participatory action research; cultural sport psychology; arts-based method

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APA (6th Edition):

Blodgett, A. T. (2015). The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2402

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):

Blodgett, Amy T. “The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation .” 2015. Thesis, Laurentian University. Accessed February 16, 2019. https://zone.biblio.laurentian.ca/dspace/handle/10219/2402.

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

MLA Handbook (7th Edition):

Blodgett, Amy T. “The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation .” 2015. Web. 16 Feb 2019.

Vancouver:

Blodgett AT. The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation . [Internet] [Thesis]. Laurentian University; 2015. [cited 2019 Feb 16]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2402.

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

Council of Science Editors:

Blodgett AT. The relocation experiences of aboriginal athletes pursuing sport in euro-canadian contexts: visual and narrative stories of acculturation . [Thesis]. Laurentian University; 2015. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2402

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


University of Toronto

16. Burford, Natasha. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.

Degree: 2014, University of Toronto

In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively… (more)

Subjects/Keywords: teacher training; Black students; critical consciousness; decolonizing pedagogy; spirituality in teacher education; 0530

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APA (6th Edition):

Burford, N. (2014). Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65533

Chicago Manual of Style (16th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/65533.

MLA Handbook (7th Edition):

Burford, Natasha. “Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students.” 2014. Web. 16 Feb 2019.

Vancouver:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/65533.

Council of Science Editors:

Burford N. Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/65533


University of California – Berkeley

17. Marek-Martinez, Ora Viola. Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way.

Degree: Anthropology, 2016, University of California – Berkeley

 The following chapters are a dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate… (more)

Subjects/Keywords: Archaeology; Native American studies; Applied archaeology; Decolonizing methodologies; Indigenous archaeology; Navajo; Southwest; Tribal archaeology

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APA (6th Edition):

Marek-Martinez, O. V. (2016). Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/6w9792rg

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):

Marek-Martinez, Ora Viola. “Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way.” 2016. Thesis, University of California – Berkeley. Accessed February 16, 2019. http://www.escholarship.org/uc/item/6w9792rg.

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

MLA Handbook (7th Edition):

Marek-Martinez, Ora Viola. “Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way.” 2016. Web. 16 Feb 2019.

Vancouver:

Marek-Martinez OV. Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2019 Feb 16]. Available from: http://www.escholarship.org/uc/item/6w9792rg.

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

Council of Science Editors:

Marek-Martinez OV. Archaeology For, By, and With the Navajo People- the Nihook'aa Dine'e' Bila' Ashdlaa'ii Way. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/6w9792rg

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


University of Victoria

18. Hill, Elina. Indigenous knowledge practices in British Columbia: a study in decolonization.

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

 This thesis argues for a more expansive historiography rooted in Indigenous peoples’ oral, social and land-based modes of sharing knowledge. Such an approach may help… (more)

Subjects/Keywords: Indigenous Knowledge Practice; Historiography; Okanagan; Oral History; Oral Tradition; Syilx; Upper Nicola; Decolonizing; Decolonization; Nlaka'pamux

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APA (6th Edition):

Hill, E. (2012). Indigenous knowledge practices in British Columbia: a study in decolonization. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4396

Chicago Manual of Style (16th Edition):

Hill, Elina. “Indigenous knowledge practices in British Columbia: a study in decolonization.” 2012. Masters Thesis, University of Victoria. Accessed February 16, 2019. http://hdl.handle.net/1828/4396.

MLA Handbook (7th Edition):

Hill, Elina. “Indigenous knowledge practices in British Columbia: a study in decolonization.” 2012. Web. 16 Feb 2019.

Vancouver:

Hill E. Indigenous knowledge practices in British Columbia: a study in decolonization. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1828/4396.

Council of Science Editors:

Hill E. Indigenous knowledge practices in British Columbia: a study in decolonization. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4396


University of Victoria

19. Brophey, Alison. Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts.

Degree: Dept. of Curriculum and Instruction, 2011, University of Victoria

 In order to learn from non-Indigenous researchers who have engaged in respectful relationships with Indigenous communities, this study sought to explore the preparation and experiences… (more)

Subjects/Keywords: ally-based orientation; decolonize; decolonizing; ally; allies; indigenous; non-indigenous; research; education; experience

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APA (6th Edition):

Brophey, A. (2011). Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3738

Chicago Manual of Style (16th Edition):

Brophey, Alison. “Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts.” 2011. Masters Thesis, University of Victoria. Accessed February 16, 2019. http://hdl.handle.net/1828/3738.

MLA Handbook (7th Edition):

Brophey, Alison. “Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts.” 2011. Web. 16 Feb 2019.

Vancouver:

Brophey A. Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1828/3738.

Council of Science Editors:

Brophey A. Education and experience in the preparation of non-Indigenous researchers working in Indigenous contexts. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3738


University of Washington

20. Wessells, Elizabeth G. Exploring International Repatriation between U.S. Museums and First Nations in Canada.

Degree: 2017, University of Washington

 In the absence of international law guiding cross-border repatriation, museums and indigenous peoples must navigate international repatriation on their own. This research explores the process… (more)

Subjects/Keywords: decolonizing methodologies; First Nations; international repatriation; museums; Museum studies; Native American studies; Museology

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APA (6th Edition):

Wessells, E. G. (2017). Exploring International Repatriation between U.S. Museums and First Nations in Canada. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/39755

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):

Wessells, Elizabeth G. “Exploring International Repatriation between U.S. Museums and First Nations in Canada.” 2017. Thesis, University of Washington. Accessed February 16, 2019. http://hdl.handle.net/1773/39755.

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

MLA Handbook (7th Edition):

Wessells, Elizabeth G. “Exploring International Repatriation between U.S. Museums and First Nations in Canada.” 2017. Web. 16 Feb 2019.

Vancouver:

Wessells EG. Exploring International Repatriation between U.S. Museums and First Nations in Canada. [Internet] [Thesis]. University of Washington; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1773/39755.

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

Council of Science Editors:

Wessells EG. Exploring International Repatriation between U.S. Museums and First Nations in Canada. [Thesis]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/39755

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


McMaster University

21. Ryan, Chaneesa. Positive Aging: Indigenous Peoples Aging with HIV/AIDS.

Degree: MA, 2016, McMaster University

As a result of advances in treatment over the past 30 years, the number of older people living with HIV is growing. This is of… (more)

Subjects/Keywords: Indigenous peoples; Successful Aging; HIV/AIDS; Decolonizing Research; Indigenous knowledge; Community Based Participatory Research

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

APA (6th Edition):

Ryan, C. (2016). Positive Aging: Indigenous Peoples Aging with HIV/AIDS. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/20496

Chicago Manual of Style (16th Edition):

Ryan, Chaneesa. “Positive Aging: Indigenous Peoples Aging with HIV/AIDS.” 2016. Masters Thesis, McMaster University. Accessed February 16, 2019. http://hdl.handle.net/11375/20496.

MLA Handbook (7th Edition):

Ryan, Chaneesa. “Positive Aging: Indigenous Peoples Aging with HIV/AIDS.” 2016. Web. 16 Feb 2019.

Vancouver:

Ryan C. Positive Aging: Indigenous Peoples Aging with HIV/AIDS. [Internet] [Masters thesis]. McMaster University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11375/20496.

Council of Science Editors:

Ryan C. Positive Aging: Indigenous Peoples Aging with HIV/AIDS. [Masters Thesis]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/20496


Oklahoma State University

22. Hansen, John. Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree.

Degree: English Department, 2012, Oklahoma State University

 An examination of Tangimoana from Patricia Grace's Potiki and Seb from Violet Dias Lannoy's Pears from the Willow Tree reveals how Indigenous intellectuals utilize their… (more)

Subjects/Keywords: decolonizing methodologies; indigenous studies; linda tuhiwai smith; pears from the willow tree; postcolonial; potiki

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APA (6th Edition):

Hansen, J. (2012). Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9515

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):

Hansen, John. “Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree.” 2012. Thesis, Oklahoma State University. Accessed February 16, 2019. http://hdl.handle.net/11244/9515.

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

MLA Handbook (7th Edition):

Hansen, John. “Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree.” 2012. Web. 16 Feb 2019.

Vancouver:

Hansen J. Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11244/9515.

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

Council of Science Editors:

Hansen J. Linda Tuhiwai Smith and Decolonizing Methodologies: the Significance of `research' to Indigenous Intellectuals and Their Communities in Potiki and Pears from the Willow Tree. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9515

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

23. Hernandez, Kortney. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely… (more)

Subjects/Keywords: bicultural; decolonizing; epistemology; pedagogy; service; service learning; Education; Epistemology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Hernandez, K. (2016). Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/473

Chicago Manual of Style (16th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed February 16, 2019. https://digitalcommons.lmu.edu/etd/473.

MLA Handbook (7th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Web. 16 Feb 2019.

Vancouver:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Feb 16]. Available from: https://digitalcommons.lmu.edu/etd/473.

Council of Science Editors:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/473


University of Arizona

24. Santa Cruz, Darlane. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .

Degree: 2016, University of Arizona

 This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production.… (more)

Subjects/Keywords: Decolonizing Education; Deschooling; Chicanx/Indigenous; Mothering; Unschooling; Language, Reading & Culture; Auto Ethnography

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APA (6th Edition):

Santa Cruz, D. (2016). Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620912

Chicago Manual of Style (16th Edition):

Santa Cruz, Darlane. “Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .” 2016. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/620912.

MLA Handbook (7th Edition):

Santa Cruz, Darlane. “Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom .” 2016. Web. 16 Feb 2019.

Vancouver:

Santa Cruz D. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/620912.

Council of Science Editors:

Santa Cruz D. Borne of Capitalism: Razing Compulsory Education by Raising Children with Popular and Village Wisdom . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620912


Laurentian University

25. Bourgeault-Tassé, Émilie. Reframing indigeneity: community participation to inform the development of an Indigenous identity measure .

Degree: 2016, Laurentian University

 Much of the research done on, rather than with, Indigenous peoples has led to the misinterpretation of Indigenous identity by mainstream society and academic researchers.… (more)

Subjects/Keywords: Indigeneity; Indigenous identity; Indigenous culture; colonization; community participatory research; Sharing Circles; Integrated approach to data analysis; Indigenous methodologies; decolonizing methodologies

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APA (6th Edition):

Bourgeault-Tassé, . (2016). Reframing indigeneity: community participation to inform the development of an Indigenous identity measure . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/2711

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):

Bourgeault-Tassé, Émilie. “Reframing indigeneity: community participation to inform the development of an Indigenous identity measure .” 2016. Thesis, Laurentian University. Accessed February 16, 2019. https://zone.biblio.laurentian.ca/handle/10219/2711.

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

MLA Handbook (7th Edition):

Bourgeault-Tassé, Émilie. “Reframing indigeneity: community participation to inform the development of an Indigenous identity measure .” 2016. Web. 16 Feb 2019.

Vancouver:

Bourgeault-Tassé . Reframing indigeneity: community participation to inform the development of an Indigenous identity measure . [Internet] [Thesis]. Laurentian University; 2016. [cited 2019 Feb 16]. Available from: https://zone.biblio.laurentian.ca/handle/10219/2711.

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

Council of Science Editors:

Bourgeault-Tassé . Reframing indigeneity: community participation to inform the development of an Indigenous identity measure . [Thesis]. Laurentian University; 2016. Available from: https://zone.biblio.laurentian.ca/handle/10219/2711

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


University of Toronto

26. Ferguson, Susan Mary. (Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice.

Degree: 2011, University of Toronto

This thesis explores the possibilities of embodied writing for social inquiry. Using an examination of the social production of bodily pain to exemplify my approach,… (more)

Subjects/Keywords: pain; disability; decolonizing methodology; embodiment; embodied writing; autobiography; mindfulness; sociology of pain; interpretive sociology; disability studies; feminist theory; 0340; 0453

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APA (6th Edition):

Ferguson, S. M. (2011). (Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27316

Chicago Manual of Style (16th Edition):

Ferguson, Susan Mary. “(Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice.” 2011. Masters Thesis, University of Toronto. Accessed February 16, 2019. http://hdl.handle.net/1807/27316.

MLA Handbook (7th Edition):

Ferguson, Susan Mary. “(Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice.” 2011. Web. 16 Feb 2019.

Vancouver:

Ferguson SM. (Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1807/27316.

Council of Science Editors:

Ferguson SM. (Re)Writing the Body in Pain: Embodied Writing as a Decolonizing Methodological Practice. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27316


University of Washington

27. Day, Sheryl A. Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge.

Degree: PhD, 2017, University of Washington

 This dissertation is a local, specific study on the Chamorro language policies of Guam. Scholars have noted since the beginning of the American occupation that… (more)

Subjects/Keywords: Decolonizing Methodologies; Indigenous Knowledge Systems; Indigenous Systems of Knowledge; Information Policy; Language Policy; Oceania; Information science; Information science

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APA (6th Edition):

Day, S. A. (2017). Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/38643

Chicago Manual of Style (16th Edition):

Day, Sheryl A. “Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge.” 2017. Doctoral Dissertation, University of Washington. Accessed February 16, 2019. http://hdl.handle.net/1773/38643.

MLA Handbook (7th Edition):

Day, Sheryl A. “Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge.” 2017. Web. 16 Feb 2019.

Vancouver:

Day SA. Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1773/38643.

Council of Science Editors:

Day SA. Talking Story: The Militarization of Guåhan and Flows of Information in Chamoru Systems of Knowledge. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/38643


University of Washington

28. Lalonde, Lise. Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity.

Degree: PhD, 2018, University of Washington

 This dissertation aims at making visible the pervasiveness of white supremacy in contemporary France. In order to do so, I deconstruct French national identity by… (more)

Subjects/Keywords: colorblind; decolonizing; France; racism; universalism; whiteness; Ethnic studies; Social research; European studies; Romance languages and literature

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APA (6th Edition):

Lalonde, L. (2018). Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42538

Chicago Manual of Style (16th Edition):

Lalonde, Lise. “Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity.” 2018. Doctoral Dissertation, University of Washington. Accessed February 16, 2019. http://hdl.handle.net/1773/42538.

MLA Handbook (7th Edition):

Lalonde, Lise. “Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity.” 2018. Web. 16 Feb 2019.

Vancouver:

Lalonde L. Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1773/42538.

Council of Science Editors:

Lalonde L. Disrupting Whiteness in Contemporary France A Radical, Multifaceted and Intersectional Approach to (De)Constructing French Identity. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42538


University of Manitoba

29. Cooper, Elizabeth. An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls.

Degree: Community Health Sciences, 2017, University of Manitoba

 Programs and interventions designed to reduce or remedy social, political, economic, and health disparities have varying levels of both short-term and long-term success. Within First… (more)

Subjects/Keywords: First Nations; Metis; Canada; Historical Trauma; Intergenerational Colonial Trauma; Asset Based; Participatory Action; Decolonizing; Indigenous Methdology; Health; Wellness; Women; Girls

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

APA (6th Edition):

Cooper, E. (2017). An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32514

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):

Cooper, Elizabeth. “An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls.” 2017. Thesis, University of Manitoba. Accessed February 16, 2019. http://hdl.handle.net/1993/32514.

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

MLA Handbook (7th Edition):

Cooper, Elizabeth. “An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls.” 2017. Web. 16 Feb 2019.

Vancouver:

Cooper E. An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls. [Internet] [Thesis]. University of Manitoba; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1993/32514.

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

Council of Science Editors:

Cooper E. An intergenerational decolonizing path to healing: envisioning change with Indigenous mothers and girls. [Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32514

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


McMaster University

30. Chambers, Lori Ann. Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV.

Degree: PhD, 2018, McMaster University

Research on employment in Canadian AIDS service and allied organizations (AASOs) should recognize the unique experiences of immigrant women workers of African descent given their… (more)

Subjects/Keywords: caring work; HIV/AIDS; social service employment; decolonizing knowing; transnational feminist; arts-based methods; performance narrative; women; people of African descent

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chambers, L. A. (2018). Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/23438

Chicago Manual of Style (16th Edition):

Chambers, Lori Ann. “Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV.” 2018. Doctoral Dissertation, McMaster University. Accessed February 16, 2019. http://hdl.handle.net/11375/23438.

MLA Handbook (7th Edition):

Chambers, Lori Ann. “Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV.” 2018. Web. 16 Feb 2019.

Vancouver:

Chambers LA. Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV. [Internet] [Doctoral dissertation]. McMaster University; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11375/23438.

Council of Science Editors:

Chambers LA. Because she cares: Re-membering, re-finding, and poetically retelling narratives of HIV caring work with, for and by African women living with HIV. [Doctoral Dissertation]. McMaster University; 2018. Available from: http://hdl.handle.net/11375/23438

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