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You searched for subject:(indigenous knowing). Showing records 1 – 12 of 12 total matches.

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University of Alberta

1. Wiseman, Dawn. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.

Degree: PhD, Department of Secondary Education, 2016, University of Alberta

 This inquiry engages with the complexity of bringing Indigenous and Western ways of knowing, being, and doing together; both in K-12 science curricula and research.… (more)

Subjects/Keywords: Emergence; Indigenous research methodolodies; Indigenous ways of knowing; Curriculum studies; Hermeneutics; Science education; Integration

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APA (6th Edition):

Wiseman, D. (2016). Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ctt44pm87m

Chicago Manual of Style (16th Edition):

Wiseman, Dawn. “Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.” 2016. Doctoral Dissertation, University of Alberta. Accessed November 18, 2019. https://era.library.ualberta.ca/files/ctt44pm87m.

MLA Handbook (7th Edition):

Wiseman, Dawn. “Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.” 2016. Web. 18 Nov 2019.

Vancouver:

Wiseman D. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Nov 18]. Available from: https://era.library.ualberta.ca/files/ctt44pm87m.

Council of Science Editors:

Wiseman D. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/ctt44pm87m


RMIT University

2. Paton, D. A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children.

Degree: 2009, RMIT University

 Woolum Bellum KODE (Koorie Open Door Education) School is located at Morwell in the Latrobe Valley of Victoria. The school is unique in that its… (more)

Subjects/Keywords: Fields of Research; Aboriginal education; Indigenous paradigm; Narrative inquiry; Ways of knowing

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APA (6th Edition):

Paton, D. (2009). A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:6769

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):

Paton, D. “A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children.” 2009. Thesis, RMIT University. Accessed November 18, 2019. http://researchbank.rmit.edu.au/view/rmit:6769.

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

MLA Handbook (7th Edition):

Paton, D. “A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children.” 2009. Web. 18 Nov 2019.

Vancouver:

Paton D. A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children. [Internet] [Thesis]. RMIT University; 2009. [cited 2019 Nov 18]. Available from: http://researchbank.rmit.edu.au/view/rmit:6769.

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

Council of Science Editors:

Paton D. A journey with Woolum Bellum Koorie Open Door Education (KODE) school: its life cycle in meeting the educational needs of Aboriginal children. [Thesis]. RMIT University; 2009. Available from: http://researchbank.rmit.edu.au/view/rmit:6769

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


Georgia State University

3. Vaughn, Melissa. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

  This interdisciplinary study devised a Blues Methodology to investigate how a historically marginalized Black community conceives, practices and theorizes about citizenship in community-based pedagogical… (more)

Subjects/Keywords: Blues epistemology; Alterity; Culturally indigenous ways of knowing; Citizenship praxis; Urban renewal; Gentrification; Citizenship education research; Black Studies

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APA (6th Edition):

Vaughn, M. (2016). Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/142

Chicago Manual of Style (16th Edition):

Vaughn, Melissa. “Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.” 2016. Doctoral Dissertation, Georgia State University. Accessed November 18, 2019. https://scholarworks.gsu.edu/eps_diss/142.

MLA Handbook (7th Edition):

Vaughn, Melissa. “Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis.” 2016. Web. 18 Nov 2019.

Vancouver:

Vaughn M. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2019 Nov 18]. Available from: https://scholarworks.gsu.edu/eps_diss/142.

Council of Science Editors:

Vaughn M. Spiritual Blues: A Blues Methodological Investigation of a Black Community's Culturally Indigenous Ways of Knowing and Citizenship Praxis. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/142


McMaster University

4. Haigh, Rebecca S. Working and Thinking Across Difference: A White Social Worker and an Indigenous World.

Degree: MSW, 2012, McMaster University

Indigenous populations have experienced vast travesties due to the impacts of colonialism. Colonialism continues to be perpetuated through the services, programs and policies that… (more)

Subjects/Keywords: Aboriginal; Indigenous Ways of Knowing; Autoethnography; Decolonization; Colonizer/Colonized; Anti-Oppressive Practice; Social Work; Social Work

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APA (6th Edition):

Haigh, R. S. (2012). Working and Thinking Across Difference: A White Social Worker and an Indigenous World. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/12527

Chicago Manual of Style (16th Edition):

Haigh, Rebecca S. “Working and Thinking Across Difference: A White Social Worker and an Indigenous World.” 2012. Masters Thesis, McMaster University. Accessed November 18, 2019. http://hdl.handle.net/11375/12527.

MLA Handbook (7th Edition):

Haigh, Rebecca S. “Working and Thinking Across Difference: A White Social Worker and an Indigenous World.” 2012. Web. 18 Nov 2019.

Vancouver:

Haigh RS. Working and Thinking Across Difference: A White Social Worker and an Indigenous World. [Internet] [Masters thesis]. McMaster University; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/11375/12527.

Council of Science Editors:

Haigh RS. Working and Thinking Across Difference: A White Social Worker and an Indigenous World. [Masters Thesis]. McMaster University; 2012. Available from: http://hdl.handle.net/11375/12527


Universitetet i Tromsø

5. Kvalsvik, Ellen-Johanne. The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism .

Degree: 2019, Universitetet i Tromsø

 Waitt and Duffy (2010) emphasised the loss of information in tourism research by arguing that a new understanding of knowledge, social power and interconnection between… (more)

Subjects/Keywords: Indigenous ways of knowing; Embodiment in tourism; Soundscape; Materiality; Care; Decolonialism; VDP::Social science: 200; VDP::Samfunnsvitenskap: 200

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APA (6th Edition):

Kvalsvik, E. (2019). The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism . (Masters Thesis). Universitetet i Tromsø. Retrieved from http://hdl.handle.net/10037/16279

Chicago Manual of Style (16th Edition):

Kvalsvik, Ellen-Johanne. “The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism .” 2019. Masters Thesis, Universitetet i Tromsø. Accessed November 18, 2019. http://hdl.handle.net/10037/16279.

MLA Handbook (7th Edition):

Kvalsvik, Ellen-Johanne. “The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism .” 2019. Web. 18 Nov 2019.

Vancouver:

Kvalsvik E. The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism . [Internet] [Masters thesis]. Universitetet i Tromsø 2019. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10037/16279.

Council of Science Editors:

Kvalsvik E. The Art of Performing Sound in Sámi Tourism: Decolonising Sápmi by Sounding Care in Verdde Tourism . [Masters Thesis]. Universitetet i Tromsø 2019. Available from: http://hdl.handle.net/10037/16279


University of Waikato

6. Bright, Deborah Ann. Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience .

Degree: 2010, University of Waikato

 This thesis explores some of the many elements and influences of lived experience that are present in acts of art-making. Reflective practice in art-making adds… (more)

Subjects/Keywords: female; art-making; reflective practice; ways of knowing; cultural knowing; spiritual knowing; embodied knowing; feminist worldview; participatory worldview; indigenous peoples' worldview; kaupapa Maori; dance-making; weaving; raranga; quilting; painting; pottery; music-making; design; photography; conversations; facilitated reflective practice; Adult education; creativity; commercial Maori music; feminist spirituality; feminist Christianity; Christianity and the body; Maori spirituality; creative process

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APA (6th Edition):

Bright, D. A. (2010). Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/4550

Chicago Manual of Style (16th Edition):

Bright, Deborah Ann. “Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience .” 2010. Doctoral Dissertation, University of Waikato. Accessed November 18, 2019. http://hdl.handle.net/10289/4550.

MLA Handbook (7th Edition):

Bright, Deborah Ann. “Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience .” 2010. Web. 18 Nov 2019.

Vancouver:

Bright DA. Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience . [Internet] [Doctoral dissertation]. University of Waikato; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10289/4550.

Council of Science Editors:

Bright DA. Exploring female art-making through reflective practice: A multi-dimensional cultural, spiritual and embodied experience . [Doctoral Dissertation]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4550


University of Alberta

7. Sinclair, Jeannette R. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area.

Degree: PhD, Department of Educational Policy Studies, 2013, University of Alberta

 Abstract This work reveals the relationship between Indigenous people and land, and then speaks to the place for ancestors and Indigenous knowledge in this relationship.… (more)

Subjects/Keywords: marginalization of Cree people in the Lesser Slave Lake area; Indigenous narrative; Indigenous research methodology; Indigenous ways of knowing; disconnection to Indigenous language; dispossession of land; ancestral land; Indigenous voices from Lesser Slave Lake; oppression of Indigenous people; identity; Cree identity; Cree genealogy; Cree descendant identities; marginalization of Indigenous people; Indigenous research framework; ancestral relationships; Lesser Slave Lake Indigenous ancestral land; ancestral knowledge; marginalization of Cree people; contextualizing lived experiences of Indigenous ancestors; Indigenous voices; Indigenous auto-ethnography; Indigenous people and land; archival research; Indigenous knowledge in the Lesser Slave Lake area; silencing Indigenous voices; validating Indigenous history; invisibility of Indigenous people; Cree narrative; state-imposed political identities of Indigenous people in Canada; genealogy; Cree ancestry

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APA (6th Edition):

Sinclair, J. R. (2013). In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zc77sr07v

Chicago Manual of Style (16th Edition):

Sinclair, Jeannette R. “In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area.” 2013. Doctoral Dissertation, University of Alberta. Accessed November 18, 2019. https://era.library.ualberta.ca/files/zc77sr07v.

MLA Handbook (7th Edition):

Sinclair, Jeannette R. “In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area.” 2013. Web. 18 Nov 2019.

Vancouver:

Sinclair JR. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Nov 18]. Available from: https://era.library.ualberta.ca/files/zc77sr07v.

Council of Science Editors:

Sinclair JR. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/zc77sr07v


North Carolina State University

8. Fire, Nancy H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.

Degree: EdD, Adult and Community College Education, 2009, North Carolina State University

 ABSTRACT FIRE, NANCY H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Under the direction of Julia Storberg-Walker.) When… (more)

Subjects/Keywords: epistemology; Native American; distance learning; online learning; Cultural Historical Activity Theory (CHAT); E-learning; rural; remote; culturally responsive curriculum; culture; adult learner; Indigenous learner; instructional design; faculty; context and learning; pedagogy; qualitative research; Native Ways of Knowing

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APA (6th Edition):

Fire, N. H. (2009). A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3554

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):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Thesis, North Carolina State University. Accessed November 18, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

MLA Handbook (7th Edition):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Web. 18 Nov 2019.

Vancouver:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Nov 18]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

Council of Science Editors:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554

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

9. Stirbys, Cynthia Darlene. Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study .

Degree: 2016, University of Ottawa

 The Indian residential school (IRS) system is part of Canada’s colonial history; an estimated 150,000 First Nations, Inuit, and Métis children attended IRS (Stout &… (more)

Subjects/Keywords: Indigenous women; Indian residential schools; historical trauma; gender; mental health; grounded theory; models of wellness; Indigenous ways of knowing; Two-eyed seeing

…languages, ways of knowing, and spiritual beliefs were irrelevant. For Indigenous children… …children attended IRS (Stout & Peters, 2011). Informed by Indigenous principles of… …as female generational violence between, for example, mothers and daughters. Indigenous… …grounded in the real-world experiences of Indigenous women. Potentializing wellness involves… …was revealed that Indigenous women perceive the ongoing generational effects of IRS… 

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APA (6th Edition):

Stirbys, C. D. (2016). Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34264

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):

Stirbys, Cynthia Darlene. “Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study .” 2016. Thesis, University of Ottawa. Accessed November 18, 2019. http://hdl.handle.net/10393/34264.

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

MLA Handbook (7th Edition):

Stirbys, Cynthia Darlene. “Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study .” 2016. Web. 18 Nov 2019.

Vancouver:

Stirbys CD. Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10393/34264.

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

Council of Science Editors:

Stirbys CD. Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34264

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

10. Tellier, Jennifer Marie. Everything that Matters.

Degree: MFA - Master of Fine Arts, Visual Arts, 2016, York University

 You look at the work and ask What is it about? I whisper Its a secret. You look confused. I add Falling, time, history, place,… (more)

Subjects/Keywords: Fine arts; Fine art; Painting; Installation; Sculpture; Ceramics; Papier-mâché; Contemporary Art; Canadian Colonization; Colonization; Canadian Decolonization; Decolonization; Decolonial; Decolonial Art; Canadian Art; Canadian Prairies; Treaty 6; Treaty 7; Toronto Purchase; Identity; Place; Belonging; Support Structures; Poetry; Creation Stories; Plato's Cave; Shadow; Beginnings; Representation; Colonial Gaze; Trophy; Decolonial Visual Arts Practice; Experimental Thesis; Art Thesis; MFA; Ruins; Time; Marks in Place; Fossils; Alberta; Land; Stolen Land; New-materialism; Unlearning; Indigenous Ways of Knowing; Wampum; Settler Perspective; Canadian Settlers; Settler-Ally

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APA (6th Edition):

Tellier, J. M. (2016). Everything that Matters. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32302

Chicago Manual of Style (16th Edition):

Tellier, Jennifer Marie. “Everything that Matters.” 2016. Masters Thesis, York University. Accessed November 18, 2019. http://hdl.handle.net/10315/32302.

MLA Handbook (7th Edition):

Tellier, Jennifer Marie. “Everything that Matters.” 2016. Web. 18 Nov 2019.

Vancouver:

Tellier JM. Everything that Matters. [Internet] [Masters thesis]. York University; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10315/32302.

Council of Science Editors:

Tellier JM. Everything that Matters. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32302


Chapman University

11. Achieng-Evensen, Charlotte. Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood.

Degree: PhD, Education, 2016, Chapman University

  By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher… (more)

Subjects/Keywords: decolonization; indigeneity; researcher positionality; nationhood; colonial wounds; indigenous knowing; indigeneity; researcher positionality; KuPiga Hadithi; Sage Philosophy; Kenya; Anticolonial theory; Decolonization; nationhood; poetic analysis; culturally responsive methodologies; African Languages and Societies; African Studies; Community-Based Learning; Community-Based Research; Educational Sociology; Ethnic Studies; Inequality and Stratification; International and Comparative Education; Other Education; Other Sociology; Place and Environment; Politics and Social Change; Race and Ethnicity; Race, Ethnicity and Post-Colonial Studies; Regional Sociology; Social and Cultural Anthropology; Social and Philosophical Foundations of Education; Social Psychology and Interaction; Sociology of Culture; Theory, Knowledge and Science

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APA (6th Edition):

Achieng-Evensen, C. (2016). Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood. (Doctoral Dissertation). Chapman University. Retrieved from https://digitalcommons.chapman.edu/ces_dissertations/9

Chicago Manual of Style (16th Edition):

Achieng-Evensen, Charlotte. “Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood.” 2016. Doctoral Dissertation, Chapman University. Accessed November 18, 2019. https://digitalcommons.chapman.edu/ces_dissertations/9.

MLA Handbook (7th Edition):

Achieng-Evensen, Charlotte. “Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood.” 2016. Web. 18 Nov 2019.

Vancouver:

Achieng-Evensen C. Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood. [Internet] [Doctoral dissertation]. Chapman University; 2016. [cited 2019 Nov 18]. Available from: https://digitalcommons.chapman.edu/ces_dissertations/9.

Council of Science Editors:

Achieng-Evensen C. Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood. [Doctoral Dissertation]. Chapman University; 2016. Available from: https://digitalcommons.chapman.edu/ces_dissertations/9

12. Riffel, Kevin. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.

Degree: 2013, University of Saskatchewan

 This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers –… (more)

Subjects/Keywords: science education; narrative inquiry; inquiry; curriculum renewal; assessment; identity; teacher identity; decolonizing; scientific literacy; complexity; complexity science; borderland; agency; narrative diversity; contextualized inquiry experience; stories to relive with; mo(u)rning stories; holistic; humanistic; wished-we-could-enact identities; emergence; deformalizations; professional development; reductionism; modernity; positivism; coming to knowing; post-modern; postmodern; Indigenous; First Nations; ontology; lived experience; narrative coherence; complexity reduction; artifacting; assessment making experiences; curriculum making experiences; assessment as a relationship; liminality; liminal; assessment for learning; assessment for inquiry’

…down in the middle desk knowing full well that my identities as a teacher and learner… …Métis ways of knowing, and inquiry appeared to be absent or not be writ large, in these… …Nations and Métis ways of knowing, and inquiry – concepts requiring contextualized science… 

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APA (6th Edition):

Riffel, K. (2013). Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2013-08-1154

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):

Riffel, Kevin. “Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.” 2013. Thesis, University of Saskatchewan. Accessed November 18, 2019. http://hdl.handle.net/10388/ETD-2013-08-1154.

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

MLA Handbook (7th Edition):

Riffel, Kevin. “Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes.” 2013. Web. 18 Nov 2019.

Vancouver:

Riffel K. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. [Internet] [Thesis]. University of Saskatchewan; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10388/ETD-2013-08-1154.

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

Council of Science Editors:

Riffel K. Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes. [Thesis]. University of Saskatchewan; 2013. Available from: http://hdl.handle.net/10388/ETD-2013-08-1154

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

.