Search

1998

Gorman, Wayne.

Fall 2021

Kappo, Tara V

Presented as a written form of visiting, this thesis draws from nîhiyaw pimâtisowin (Cree life and worldview) to share learning through and with beadwork. Utilizing Indigenous research methodologies, research-creation, storytelling and autoethnography, this work explores beadwork to develop an

understanding of what beadwork does, is, and how it is connected to practices of Indigenous (especially nîhiyaw (Cree)) law and governance. In approaching beadwork through nîhiyaw pimâtisowin, beads are understood as animate, other-than-human beings with whom beadwork artists have relationships of co-creation

Fall 2017

Leibel, Miranda S

This thesis examines the contemporary crisis of Indigenous children in child welfare services in Canada, taking as its case study the Province of Alberta. I take a historical approach to this analysis, and consider the contemporary institutions that govern and manage Indigenous bodies through

residential school system, and the child welfare system and considers the ways the systems are interconnected. This thesis notes that the two are connected not only institutionally, but also through the governance of bodies, families and precarity through rendering Indigenous children’s lives ‘ungrievable.’ I

that create the unique circumstances we see today in Alberta’s child welfare system. In addition to considering these continuities, this thesis also highlights the activism and agency of Indigenous women, highlighting the role of Indigenous mothering as resurgence and sovereignty.

2023-01-01

University of Alberta Faculty of Native Studies

Spring 2020

King, Christa

In Alberta, there has been renewed focus on the integration of Indigenous perspectives in the classroom within curricular and teacher quality documents. While research has been done to explore how and why Indigenous perspectives should be included in the classroom, there is a lack of research

linking this action with the factors that impact teaching practice. This study explores the factors that impact how teachers incorporate Indigenous perspectives in the science classroom. To explore these factors, a mixed methods approach was taken. Participating high school teachers were asked to respond

to an online survey which explored their epistemic beliefs of science. Once the survey was completed, teachers read through constructed teaching scenarios which described different ways in which Indigenous perspectives could be incorporated into a science classroom. Teachers wrote answers to two

Fall 2020

MacKay, Makenzie

Indigenous peoples in northern Canada are already experiencing significant climate change impacts. Young Indigenous people will inherit serious climate effects that threaten their physical and mental health, as well as ancestral traditions. It is these same young people that live in communities

Indigenous youth in climate governance and, (2) Inuvialuit values and decision-making experiences with energy systems in Inuvik and Tuktoyaktuk, NT. This thesis was inspired by principles of decolonized and community-based participatory research which led to collaboration between the student and the research

communities at every stage of the research project. Fourteen semi-structured interviews were conducted with Indigenous youth and key informants that participated in a series of culturally appropriate climate action activities. Semi-structured interviews were also conducted with 23 energy stakeholders

Spring 2003

Weber-Pillwax, Cora, 1945-

Spring 2016

Robertson, Eloise L

There is a dearth of research on early childhood development (ECD) programs for Canadian Indigenous children and little has been written about their evaluation; many researchers argue that assessments concerning Indigenous children and programs require culturally appropriate approaches. Aboriginal

model for impact evaluation studies on Indigenous early childhood programs?, is examined hermeneutically and critically in this study through lenses of (a) cultural responsiveness, (b) concepts of school readiness, (c) relationships between policy, programs and evaluations, and (d) related emerging ECD

literature. The study uses an interpretive framework to develop a comprehensive understanding of the issues and their complex relationships. I adapt Bronfenbrenner’s Ecological model as a conceptual theory, and draw on Indigenous Perspectives to inform cross-cultural methodology and interpretations. The

Fall 2021

Moostoos-Lafferty, Etienna

The Indian Residential School Settlement Agreement in 2006 (Indigenous and Northern Affairs Canada, 2018), the creation of the Truth and Reconciliation Commission of Canada in 2008, the Calls to Action document in 2015 (TRC, 2015b), and Alberta Education: Teacher (TQS), Leadership (LQS), and

” (Donald, personal communication, 2020) of approximately 50,000 certificated staff in Alberta schools (Alberta Education, 2018) is what is needed for significant impacts in education. The creation of the Teacher Quality Standard (TQS) (2018), and my experience as an Indigenous educator trying to unpack its

Indigenous people. Using Indigenous Research Methodology I seek to answer the question: What personal and professional meaning do white Canadian educators gain from learning with Indigenous people?

Fall 2019

Gillies, Christina

Indigenous communities in Canada (First Nations, Inuit, and Métis) face significant social and environmental barriers to healthy eating. Due in large part to these barriers, Indigenous children are disproportionally affected by nutrition-related chronic diseases such as obesity and diabetes

positive eating behaviours. However, little is known about comprehensive school-based nutrition interventions for Indigenous children. The purpose of this thesis was to describe the current status of school-based nutrition interventions for Indigenous children, and to uncover the principles underlying

their development, implementation, and evaluation.For this present thesis, two studies were conducted related to school-based nutrition interventions in Indigenous communities. Study 1 was a process evaluation of school nutrition policy implementation using a community-based participatory research