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Fall 2019

Norma J. Dunning

This study examines the intricacies of southern resident Inuit post-secondary student life in relation to education and the funding stream made available to them. The Inuit students are all beneficiaries of land claims areas but are not residing inside the land claims area that recognizes...

Fall 2023

Reed, Kelsey Erin

This study examined the experiences of identity development in urban Indigenous survivors of the Child Welfare System, the ways in which their Indigenous identity developed, and how they did/did not feel supported. In this study I interviewed three Indigenous women who were involved with the Child

Welfare System throughout their childhood and/or adolescence in Edmonton, Alberta. Using an Indigenous Research Methodology, I approached this study from an Indigenous paradigm. Grounded in Indigenous ways of knowing and being, this study included cultural protocol and ceremony to honour the voices of

Semi-Independent Living programs are negatively impacting Indigenous identity development of children in care. Furthermore, the non-Indigenous placements lacked cultural mirrors, the participants experienced constant displacement, and were given direct and indirect negative messaging about Indigenous

Fall 2013

Sinclair, Jeannette R

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. It engages with Indigenous Research Methodology that honours Indigenous ways of knowing and being, drawing on the lived

experiences of Indigenous people from the Lesser Slave Lake area and giving meaning and voice to the lives of the people. This study addresses the marginalization of the people, their dispossession of land, and the disconnection to Indigenous language and culture that occurred as a result of oppression

, colonization, and subjugation of their traditional territories, knowledge, history and identities. The work examines the relationship that connects Indigenous Cree identity with the sense of belonging that is essential to Indigenous ways of knowing. This work draws on ancestral relationships of the past

Fall 2018

McFadyen, Krista

The United Nations’ (UN) adoption of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) in 2007 is broadly viewed as a critical occasion for Indigenous peoples, the UN system, and international law. The UNDRIP was a result of over 20 years of rigorous debate and

negotiation between Indigenous representatives, nation states, UN officials, and community organizations over issues of Indigenous survival, dignity, and well-being. Credited as being more comprehensive in substance and more extensive in scope than any other instrument dedicated to Indigenous peoples, the

UNDRIP formally recognizes Indigenous as Peoples with associated rights and is substantiated through international human rights machinery. The fervent process of the deliberations and the suspense of the delayed ratifications by Canada has perhaps negated some difficult questions regarding the

Spring 2019

Banksland, Roxanna E

success are affected, even when they do not believe the stereotype. They need only realize its relevance to society. Ultimately, stereotype threat becomes a self-fulfilling prophecy of failure. Stereotype threat is a worldwide phenomenon, which also affects Canadian Indigenous populations. Aboriginal

individuals’ academic achievement regularly falls behind non-Aboriginal counterparts. Most stereotype threat research addresses rural Indigenous populations in Canada. Much less research addresses urban Indigenous populations. My research includes participants of Edmonton’s urban Aboriginal community. Of

primary concern is how urban Indigenous persons are affected by stereotypes and associated social discourses, which claim that Indigenous people are unable to succeed. Strategies for effectively protecting Indigenous individuals from stereotype threat are also explored. Research is conducted

Fall 2023

Fankah-Arthur, Hilda

This study explains the influence of African Indigenous Knowledge in the education and identities of Black African Immigrant students within Canada’s Multiculturalism. Black African immigrant student’s identities are formed and shaped by their Indigenous experiences, which influences their socio

-cultural development in Canada. Canada recognizes and promotes diversity and inclusion through the Federal Multiculturalism Act (1988), which preserves and enhances the multicultural heritage of all Canadians. This exploratory research explains how the exclusion of African Indigenous knowledge in the

education of Black African Students impacts them; whether a shift to acknowledge and validate African Indigenous Knowledge would create a better educational impact for Black African Immigrant students; and how multiculturalism enables the diverse population to understand their Human Rights and support the

1998

Gorman, Wayne.

Spring 2003

Weber-Pillwax, Cora, 1945-

Fall 2012

Starr, Rochelle, M.

This study is a remembering and a regeneration of a specific segment of Cree Indigenous knowledge within Cree communities located along the Battle River in Saskatchewan and Alberta. This asks the question: “What is the Indigenous knowledge of the Battle River Cree warrior?” and is based on personal

experiences of the researcher and interviews with Cree traditional knowledge teachers from Battle River Cree communities. The research processes were carried out with adherence to traditional Cree ways of obtaining knowledge. Through discussions and analyses of available data, and supported by two Indigenous

2001

Martin, Jane Vera, 1953-