Search
Skip to Search Results- 43Campbell, Sandy
- 28Parlee, Brenda
- 27GAPSSHRC
- 22Dorgan, Marlene
- 21Tjosvold, Lisa
- 16Karsgaard, Carrie; Mackay, Mackenzie; Catholique, Alexandria
- 364Graduate and Postdoctoral Studies (GPS), Faculty of
- 364Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 83Toolkit for Grant Success
- 68Toolkit for Grant Success/Successful Grants (Toolkit for Grant Success)
- 44Tracking Change
- 42University of Alberta Library
- 366Thesis
- 144Research Material
- 68Report
- 64Article (Published)
- 46Conference/Workshop Presentation
- 33Image
Results for "Indigenous"
-
Fall 2022
explore how they perceive and experience police culture. I find that women police officers witness and/or experience three types of workplace violence: physical violence; bullying, harassment, and intimidation; and lateral violence. Black women, Biracial (Indigenous/white) women, white women and LBGTQ2SIA
+ white women report having to deescalate violent situations whenever police officers, predominantly men, commit acts of physical violence on members of the public. Black women, Biracial (Indigenous/white) women, white women and white LGBTQ2SIA+ women police officers reported experiencing various forms of
bullying, harassment, and intimidation, including misogynoir, race, and gender-based harassment, sexual harassment, and homophobia. Women also report women partaking in lateral violence by competing and sabotaging other women to advance their career. I also found that anti-Indigenous racism, anti-Black
-
Fall 2020
The essays herein add up to an examination of the ways in which Indigenous peoples in Canada desire something outside of the terror of the present and the afterlife of the long twentieth century. By way of the modalities of memoir and cultural criticism, I A) seek to lay bare how the cruelties of
structures reverberate inside a singular life and B) probe the limits and uses of art and literature as performances of liberatory politics, which is to say I use as material for theorization both my lived experience and the works of contemporary Indigenous cultural practitioners about the coloniality of the
world. The main thesis is that joy is an at once momentous and minimalist facet of Indigenous embodiment that rebels against and builds alternatives to the zones of unfreedom that comprise the domain of everyday life. To make this argument, I take up a number of instances of social violence to
-
Where My edhéhke Take Me In Reimagining Curriculum: A Narrative Inquiry into the Experiences of Dene Learning From/With the Land
DownloadFall 2022
a time of uncertainty. My doctoral study builds on the evolution of Land-based learning informed by Indigenous curriculum perspectives as a way forward for educators to consider in curriculum making (Clandinin & Connelly 1992; 2000). I share how the Land is a place for curriculum making (Clandinin
-
Spring 2019
The purpose of this study is to develop a deeper understanding of the relationships among Anishinaabe language and literacies, Indigenous knowledge systems (IKS), and bimaadiziwin (“a way of life” in the Anishinaabe language) by exploring current Aboriginal language teaching and learning practices
theoretical and conceptual framework reflective of an Indigenous perspective to address the research questions: (1) How are Anishinaabe language teachers incorporating IKS and bimaadiziwin into their Indigenous language and literacies programs? (2) What experiences and resources can these teachers identify
included the importance of knowing and living one’s Indigenous knowledge (IK) and bimaadiziwin, and knowledge of the traditional teachings, such as minwaadiziwin (kindness), maanaji’iwin (respect), zaagi’idiwin (love), debwemowin (truth), and dabasenimowin (humility). When one can practice these
-
For All My Relations - An Autobiographical Narrative Inquiry into the Lived Experiences of One Aboriginal Graduate Student
DownloadFall 2010
Abstract “For All My Relations” is a narrative representation of an autobiographical narrative inquiry into my experiences as an Aboriginal graduate student negotiating the complexities of learning about, and engaging in, Indigenous research. The research puzzle centers on my wonders about the
tensions and bumping points in coming to understand Indigenous research, and in doing so, I have come to a deeper understanding of the impact of these moments on my identity as researcher in the making and on my sense of belonging. I also attend to the social and institutional narratives about Aboriginal
to the emerging literature of Indigenous research and narrative inquiry, and their connections. The findings also present insights into the experiences of an Aboriginal graduate, and the notion of identity and belonging. Most importantly, this narrative inquiry enabled me to work through my lived