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- 28Parlee, Brenda
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- 16Karsgaard, Carrie; Mackay, Mackenzie; Catholique, Alexandria
- 364Graduate and Postdoctoral Studies (GPS), Faculty of
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Results for "Indigenous"
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Walking the Bridge: Reading Edmonton's New Walterdale Bridge as a Socially Constructed Space and a Material Place
DownloadFall 2021
In this thesis, I explore how constructed spaces become bound and localized places and how, within the context of Edmonton, Canada, places naturalize the presence of white settler bodies on Indigenous lands, extending the colonial project. I consider the colonial history of my hometown, Mexico City
, to expand my understanding of this process. In my study, I specifically focus on the Walterdale Bridge and the surrounding areas. I read how the myth of terra nullius works against ongoing Indigenous claims to the land. I understand this primarily through Edward William Soja’s work on space and
naturalizes the presence of white settler bodies on Indigenous land. In order to resist the colonial organizing principles of the Bridge, in order to honor the actual land, river and sky of that Bridge, I also consider Tim Ingold, Sarah Pink and Stephanie Springgay and Sarah E. Truman, but, most importantly
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Mapping the Experiences and Effects of Colonial Material Deprivation in First Nations Early Childhood Education
DownloadSpring 2022
“unsettling” colonial theory and policy on Indigenous populations on a global scale, no such similar examination has been undertaken in Canada. Weaving together the fields of critical Indigenous and governmentality studies and critical theory, this dissertation seeks to methodologically trace the philosophy
and objectives of Indigenous early childhood education throughout the late 19th and early 20th centuries by situating it within the broader socio-historical and political context of First Nations education in Canada. To do this, this dissertation focuses on the experiences and perspectives of the Kee
Case study with Indigenous Research Methodology to elevate the voices and perspectives of the research participants. In total, I conducted eleven (11) semi-structured interviews with First Nations early childhood educators and administrators, KTCEA K-12 educators, and health program leadership. 80% of
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Canadian Children's Books Through the Lens of Truth and Reconciliation
2018-06-12
Campbell, Sandy; Tan Maria; Quaiattini, Andrea
Canada's Truth and Reconciliation Commission (TRC) published 94 Calls to Action designed to continue the national work of reconciliation related to the legacy of Indigenous residential schools, including those in Canada's North. This process is difficult and complex. Because story telling is a
traditional Indigenous way of communicating knowledge and wisdom, this study is designed to explore how TRC themes and concepts are being communicated through children's fiction (pre readers to young adult) by Canadian Indigenous authors. To identify these books, we used the Amazon Best Sellers in Children’s
Native Canadian Story Books list sampled over a seven week period and supplemented with other sources such as academic library, public library and publisher lists. Books written by Canadian Indigenous authors were read and themes identified. More than 100 books met the inclusion criteria. Outcomes from
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2017-01-01
Parlee, Brenda, Maloney, Elaine
Tracking Change is a six year, SSHRC funded, interdisciplinary research project co-led by Indigenous communities and researcher partners across the Mackenzie, Mekong and Amazon basins. The project foregrounds local and Indigenous knowledge about the impacts of climate change and development on
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Indigenous Knowledge (IK) and Technological Pedagogical Content Knowledge (TPACK): Starting a conversation
Download2022-05-01
Adams, Catherine, Groten, Sean, Steinhauer, Patsy, Carbonaro, Michael
This paper examines educational technology integration in relation to Indigenous Knowledge (IK). In particular, we home in on Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK), a popular way to conceptualize teacher knowledge in the 21st century, and consider how TPACK
may or may “not fully situate or account for technology integration within a tribal consciousness” (Adcock, 2014, p. 115). Adopting an Indigenous Métissage research sensibility and drawing on educational technology research and scholarly literature, we consider IK in relation to TPACK, and TPACK in
relation to IK. We conclude that IK needs to be foregrounded in educational technology contexts, including the recognition that orality and Indigenous language traditions hold critical pedagogical understandings; that Technological Knowledge (TK) should include the understanding that technology is culture
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2020-01-01
Parlee, Brenda, Maloney, Elaine, Howlett, Tracy, D'Souza, Amabel
Tracking Change is a six year, SSHRC funded, interdisciplinary research project co-led by Indigenous communities and researcher partners across the Mackenzie, Mekong and Amazon basins. The project foregrounds local and Indigenous knowledge about the impacts of climate change and development on
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2019-03-01
Parlee, Brenda; Maloney, Elaine; Howlett, Tracy; D'Souza, Amabel
Tracking Change is a six year, SSHRC funded, interdisciplinary research project co-led by Indigenous communities and researcher partners across the Mackenzie, Mekong and Amazon basins. The project foregrounds local and Indigenous knowledge about the impacts of climate change and development on