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2024-04-26

Leanne Lindsay

In the 2023-2024 school year, the British Columbia Ministry of Education implemented a new Indigenous-focused graduation requirement (IFGR) for all secondary/high school students throughout the province. To date, the Alberta Ministry of Education (Alberta Education) does not include a same or

of secondary education. The paper explores history and policy related to Indigenous education in Alberta as well as applies theoretical and methodological approaches to the implementation of an IFGR in Alberta.

2019-05-01

D'Souza, Amabel (banner creation)

Banner advertising on-site side event of the United Nations Permanent Forum on Indigenous Issues (UNPFII 18). The Tracking Change project was honoured to be selected as an official on-site side event as part of the Permanent Forum and hosted a 1.5 hour storytelling session in a talking circle

format featuring Indigenous community partners. The knowledge shared formed an interconnected story about the importance of freshwater ecosystems/fishing to Indigenous communities and fishing peoples and was livestreamed on UN Web TV.

2015-08-30

Campbell, Sandy

Indigenous people use rose hips as a source of vitamin C

Spring 2023

Cassie, Rachel AE

Introduction: Evidence-based, community-led health promotion initiatives can offer a culturally-grounded option to address the effects of colonization in many Indigenous communities. Community-based research offers valuable insight into community needs and priorities when planning, delivering, and

evaluating health promotion initiatives. Indigenous research paradigms, including the Inuit Aajiiqatigiingniq Research Model, have been recognized as a valuable research framework to engage in strengths-based, community-led research with Indigenous communities. Community-based (CB) and/or participatory

action (PA) research methods have been widely acknowledged to complement or be situated within many Indigenous research paradigms. Building relationships is an essential component of Inuit research paradigms and CB and/or PA research methodologies as these approaches to research are oriented around

Spring 2016

King, Anna Leah

My research reflects on the use of drum and song in schools and reveals its significance from an Anishnaabe kwe perspective. A storied approach is used relative to Anishnaabe ways of being and knowing as ‘teachers’ in two forms: debaajimowin (narratives) and antasokannan (tradition or sacred). ...

Fall 2023

Wolfstone, Irene Wiens Friesen

climate change disavowal, disinformation, conspiracy theories, and anti-science sentiments. This critical transdisciplinary study integrates Indigenous Knowledges, ecofeminist philosophy, Decolonial Theory, Critical Ecopedagogy as well as published research by critical anthropologists. Key assumptions

are that without coloniality, there would be no Modernity and that without coloniality, there would be no Anthropogenic Climate Change. I use two research methodologies: Bacchi’s critical policy analysis approach and Kovach’s Indigenous methodology of re-storying. In seeking adaptation solutions, I

look to Indigenous cultures whose unparalleled longevity indicates adaptive capacity. I work with the following Indigenous conditions for cultural continuity that contribute to their cultural longevity: caring relationality with Land and interspecies kin, living the cosmology of the Land, regenerating

Fall 2021

Brandsma, Nicole D.

The places of northwestern British Columbia, and the Indigenous and settler peoples who find work, build homes, establish communities, and sustain culture in these places, are often perceived as peripheral or overlooked, existing on the edge or outside of the notice, care, and understanding of the

people and places seemingly at the centre of national or global significance. When attention is turned to northwestern British Columbia, it is often to report on issues related to the legacy and ongoing work of settler colonial dispossession of Indigenous peoples from their land, including missing and

murdered Indigenous women and girls, particularly along the infamous Highway of Tears; the successes and failures of the federal and provincial governments to respect Indigenous rights and title, such as in the landmark Delgamuukw-Gisdaywa court case; and First Nations’ acts of resistance, like the

Fall 2014

Louis, Claudine C.

and societal imbalances continue to marginalize the Aboriginal woman in Canada. In contrast, Indigenous ontological and epistemological systems recognize the Aboriginal woman as being next to the Creator, in a position of reverence and respect. Hence, the Euro-Western and the Aboriginal views of

transformation through engagement with Indigenous Research Methodologies, and it provides the reader with an understanding of how ancient Indigenous knowledge structures, like the Omisimaw Leadership Model, continue to prevail and help Aboriginal women in personal and community healing, wellness and

Spring 2016

Wiseman, Dawn

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. It responds to Canadian provincial/territorial policies and programs, adopted since the turn of the century, that mandate integration

of Indigenous perspectives across K-12 curricula, with a particular focus on science curricula as a complex location for integration. The inquiry began as an exploration of the intersection between policy, practitioners, and practice as a means of considering what it means to integrate Indigenous

perspectives in science curricula. Given that it draws on people, traditions, and thinking that emerge from both Indigenous and Western ways of knowing, being, and doing, the inquiry also began by drawing on elements of Indigenous research methodologies and ecological interpretations of hermeneutics in order

2020-11-10

Parlee, Brenda

NFRF-T LOI awarded in 2020: The scope of the project is novel in its combined concern with the well-being of Indigenous Peoples and the conservation of biodiversity; it is also unique in its intention to build capacity within Indigenous communities to document and mobilize knowledge about

biodiversity-well-being in ways that are recognized by regional-national-global institutions of biodiversity conservation. The research project was defined in collaboration with Indigenous organizations and partners in Canada and globally. We propose a place-based participatory approach that allows for

capacity-building, evidence-based research, knowledge mobilization and action in key regions globally. Led by Indigenous scholars and an Indigenous Advisory Council, the research team will engage in collaborative community-based research within Canada and five other global hubs. Building from the successes