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Digging Up the Roots of Educational Policy: Curriculum Infusion and Aboriginal Student Identity Development
DownloadFall 2018
Since 2002, Alberta teachers have been required to infuse Aboriginal perspectives into the K-12 curriculum across all subject areas in order to positively impact Aboriginal children’s identity development. There are several assumptions inherent in the policy of infusion that this study uncovers...
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Navigating the Tensions: Decolonizing Work with the Parents in a Rural Alberta School: An Autoethnographic Account
DownloadFall 2021
In the fall of 2016 I began working at a small elementary school in rural Alberta. As both the principal and a teacher in the school, I set about making changes designed to meet the Calls to Action of Canada’s Truth and Reconciliation Commission while also opening up our classrooms to Indigenous...
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Towards Decolonizing and Indigenizing Teaching and Curricular Practices in Canadian Higher Education: A Narrative Inquiry into Settler Academics’ Experiences
DownloadFall 2022
For some moving toward reconciliation is controversial; for others acting on decades of talk about reconciliation is long over-due. Debates about Canada’s relationship with Indigenous Peoples have the potential to build or break apart Canada. Institutions of higher education in Canada have a...