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You searched for subject:(Indigenous research methodology). Showing records 1 – 30 of 47 total matches.
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2016 – 2020 (25)
doctoral (14)
1. Cormier, Paul Nicolas. Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology.
Degree: Peace and Conflict Studies, 2012, University of Manitoba
URL: http://hdl.handle.net/1993/31999
► This research explores the deep meaning land holds for Anishinabeg culture through the presentation of an Indigenous methodology described as research by and for Indigenous… (more)
▼ This research explores the deep meaning land holds for Anishinabeg culture through the presentation of an Indigenous methodology described as research by and for Indigenous Peoples using techniques and methods drawn from the traditions and knowledge of those people. The research attempts to apply an Indigenous worldview, known as holism, in the field of Peace and Conflict Studies by critically considering research as a process of violence towards Aboriginal peoples. This assertion is based on the placement of higher level education within an institution designed to perpetuate norms in the broad interest of settler society founded on European views of the world. The resulting ontological violence or cognitive imperialism propagates cultural violence towards resident Indigenous populations. If we assume research and peace building are synonymous in Aboriginal contexts, then the solution to addressing the violence lies in designing research with the groups we are attempting to assist. This requires a paradigm shift from the traditional methods of research design to one that is more nuanced and flexible in its approach. This approach must consider two fundamental truths of an Aboriginal worldview: First, that change is constant and therefore, it is the rate and direction of change that is critical to consider; and two, one cannot begin to move towards peaceful relations without first moving towards peace within. The questions considered in this work are essential for any academic discipline or organization and speaks to the purpose of higher level education and the ways in which we acquire, contest, and negotiate knowledge development. Violence, as with peace, are cultural constructs and each academic discipline has its own culture similar to ethnic or organizational culture. The process of learning ─ the ways in which we acquire knowledge, is also a process of acculturation. Thus, when we learn to conduct research, we are being acculturated into the culture of the academy and our specific academic discipline. In traditional cultures that are founded on land based life ways, the symbols for knowledge transfer and processes for learning are found within narratives about the land because the natural world holds the symbols of knowledge transfer. Advisors/Committee Members: Kulchyski, Peter (Native Studies) (supervisor), Senehi, Jessica (Peace and Conflict Studies) Rice, Brian (University of Winnipeg) Davidson-Hunt, Iain (Resource Management) McCaskill, Don (Trent University) (examiningcommittee).
Subjects/Keywords: Indigenous; research; methodology; peace; conflict
Cormier, P. N. (2012). Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology . (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31999
Cormier, Paul Nicolas. "Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology." 2012. Thesis, University of Manitoba. Accessed January 22, 2020. http://hdl.handle.net/1993/31999.
Cormier, Paul Nicolas. "Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology." 2012. Web. 22 Jan 2020.
Cormier PN. Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology. [Internet] [Thesis]. University of Manitoba; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1993/31999.
Cormier PN. Kinoo'amaadawaad megwaa doodamawaad - thee are learning with each other while they are doing: the Indigenous living peace methodology. [Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/31999
2. Starr, Rochelle, M. Indigenous Knowledge and the Battle River Cree Warrior.
Degree: MEd, Department of Educational Policy Studies, 2012, University of Alberta
URL: https://era.library.ualberta.ca/files/g732d991x
► 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… (more)
▼ 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 knowledge holders, the researcher develops the work to demonstrate the connections between ancient Cree knowledge and the formation of a warrior identity. This works and then expands this to include a brief discussion of the traditional ways that warriors were and continue to be perceived within the context of battle River Cree communities.
Subjects/Keywords: Indigenous Research Methodology; Cree Warrior; Indigenous Knowledge
Starr, Rochelle, M. (2012). Indigenous Knowledge and the Battle River Cree Warrior . (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/g732d991x
Starr, Rochelle, M. "Indigenous Knowledge and the Battle River Cree Warrior." 2012. Masters Thesis, University of Alberta. Accessed January 22, 2020. https://era.library.ualberta.ca/files/g732d991x.
Starr, Rochelle, M. "Indigenous Knowledge and the Battle River Cree Warrior." 2012. Web. 22 Jan 2020.
Starr, Rochelle M. Indigenous Knowledge and the Battle River Cree Warrior. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2020 Jan 22]. Available from: https://era.library.ualberta.ca/files/g732d991x.
Starr, Rochelle M. Indigenous Knowledge and the Battle River Cree Warrior. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/g732d991x
3. Obregon-Tito, Alexandra J. Metagenomics and Social Inclusion in Peru.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/319150
► Here, I discuss these topics from my own field experience and my efforts of implementing metagenomic research in Peru. Chapter 1 presents a case- study… (more)
▼ Here, I discuss these topics from my own field experience and my efforts of implementing metagenomic research in Peru. Chapter 1 presents a case- study of the human gut microbiota of a hunter-gatherer community from the Peruvian Amazon region. The findings challenge some of the early conclusions of the study of human gut microbiome, highlighting the need to diversify the populations examined. Chapter 2 discusses distrust as the main barrier to effectively engage indigenous populations from developing countries in biomedical research. Chapter 3 offers the concept of intermediate research organizations as an alternative to overcome some of the barriers related to the implementation of international research with indigenous populations. The necessary process that researchers must undertake can be streamlined, while enhancing protection for human subjects within a system that lacks clear regulations for research. Advisors/Committee Members: Lewis, Cecil M||Spicer, Paul (advisor).
Subjects/Keywords: Metagenomics – Peru; Human biology – Methodology – Case studies; Medicine – Research – Methodology – Case studies; Indigenous peoples – Research – Methodology; Social work with indigenous peoples
Obregon-Tito, A. J. (2013). Metagenomics and Social Inclusion in Peru . (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319150
Obregon-Tito, Alexandra J. "Metagenomics and Social Inclusion in Peru." 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 22, 2020. http://hdl.handle.net/11244/319150.
Obregon-Tito, Alexandra J. "Metagenomics and Social Inclusion in Peru." 2013. Web. 22 Jan 2020.
Obregon-Tito AJ. Metagenomics and Social Inclusion in Peru. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11244/319150.
Obregon-Tito AJ. Metagenomics and Social Inclusion in Peru. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319150
4. Beveridge, Rachelle. Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being.
Degree: Program: Social Dimensions of Health, 2019, University of Victoria
► The coastal landscape currently known as British Columbia, Canada represents a complex and rapidly evolving site of collaboration, negotiation, and conflict in environmental management, with… (more)
▼ The coastal landscape currently known as British Columbia, Canada represents a complex and rapidly evolving site of collaboration, negotiation, and conflict in environmental management, with important implications for Indigenous community well-being. I ground this work in the understanding that settler-colonialism and its remedies, resurgence and self-determination, are the fundamental determinants of Indigenous health and related inequities. Through a case study of eulachon (Thaleichthys pacificus) in Nuxalk territory, I take interest in systemic mechanisms of dispossession and resurgent practices of (re)connection and knowledge renewal as mediators of the relationship between environmental management and Indigenous health and well-being. This work is based in four years of observation, participation, and leadership in the Nuxalk Sputc (Eulachon) Project, a community-directed process that aimed to document and articulate Nuxalk knowledges about eulachon. Functionally extirpated from the region since 1999, these valued fish provide an example of contested management jurisdiction and resurgent Indigenous environmental practice. As a resurgent research and management process, the Sputc Project re-centered Nuxalk knowledges, voices, priorities, and leadership while advocating Indigenous leadership in environmental management. This case study was conducted within the context of the Sputc Project, aiming to share substantive and methodological learnings gleaned from the project, which served as an ideal focal point for the interrogation of relationships between Indigenous well-being, research methodologies, engagement and representation of Indigenous knowledges, and environmental management. Applying a critical, decolonising, community-engaged approach, this work comprises four papers, each drawing on a particular thread of the knowledge generated through this work. In Paper 1, I seek to establish the connection of eulachon and their management to Nuxalk health and well-being. Detailing three stages of this relationship (abundance, collapse, and renewal), I show how the effects of environmental management, and resulting dispossession or reconnection, are mediated by cultural knowledges, practices, responsibilities, and relationships. Turning to research methodology in Paper 2, I examine how Nuxalk people and knowledges guided the Sputc Project process, interrogating the role of critical, decolonising, and Indigenous theories in the elaboration of Indigenous research methods in environmental management and beyond. In Paper 3, I consider how the Sputc Project respectfully articulated and represented Nuxalk knowledges in order to retain relational accountability and strengthen Nuxalk management authority, while promoting values, practices, and relationships essential to Nuxalk well-being. In Paper 4, I demonstrate how the Sputc Project strengthened Nuxalk management authority from the ground up, detailing the practical management priorities that arose through the project process, including those related to… Advisors/Committee Members: Pauly, Bernie (supervisor), Murray, Grant D. (supervisor).
Subjects/Keywords: Indigenous health; authority; health determinants; Indigenous knowledge; research methodology; eulachon; Indigenous methodologies; environmental management; Nuxalk
Beveridge, R. (2019). Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being . (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10830
Beveridge, Rachelle. "Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being." 2019. Thesis, University of Victoria. Accessed January 22, 2020. http://hdl.handle.net/1828/10830.
Beveridge, Rachelle. "Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being." 2019. Web. 22 Jan 2020.
Beveridge R. Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being. [Internet] [Thesis]. University of Victoria; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1828/10830.
Beveridge R. Standing up for sputc: the Nuxalk Sputc Project, eulachon management and well-being. [Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10830
5. Sage, Franklin. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography.
Degree: PhD, Educational Foundations & Research, 2017, University of North Dakota
URL: https://commons.und.edu/theses/2141
► What ways can Indigenous Knowledge and Diné Knowledge Systems be useful in autoethnography doctoral research? This dissertation uses Indigenous Research Methodology and autoethnography to… (more)
▼ What ways can Indigenous Knowledge and Diné Knowledge Systems be useful in autoethnography doctoral research? This dissertation uses Indigenous Research Methodology and autoethnography to make use of storytelling from the Navajo Creation Story and Navajo Circular Model to examine the educational experiences of Native Americans in higher education. A Navajo Circular Model was developed to provide a visual guide of the Indigenous Research process utilizing various Navajo traditional elements. This dissertation highlights federal policies that changed the course of Native American education. The results are in autoethnography that reveals how cultural identity, names, dislocation from home, financial barriers and racism impacted my educational journey. Advisors/Committee Members: Cheryl A. Hunter.
Subjects/Keywords: Indigenous Autoethnography; Indigenous Knowledge System; Indigenous Research; Indigenous Research Methodology; Native American education; Navajo Knowledge System
Sage, F. (2017). Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography . (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2141
Sage, Franklin. "Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography." 2017. Doctoral Dissertation, University of North Dakota. Accessed January 22, 2020. https://commons.und.edu/theses/2141.
Sage, Franklin. "Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography." 2017. Web. 22 Jan 2020.
Sage F. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2020 Jan 22]. Available from: https://commons.und.edu/theses/2141.
Sage F. Indigenous Knowledge System And Decolonizing Methodology Interwoven Into Higher Education Experiences: Autoethnography. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2141
6. Lickers, Adrianne. Longhouse and greenhouse : searching for food security in a community-based research project .
Degree: 2015, Royal Roads University
URL: http://hdl.handle.net/10170/798
► This applied, community-based research study used an Indigenous methodology to explore food security programs at Six Nations of the Grand River Territory in Ontario. The… (more)
▼ This applied, community-based research study used an Indigenous methodology to explore food security programs at Six Nations of the Grand River Territory in Ontario. The research focuses on factors that affect food security in relation to culture and traditions and examines current community programs at Six Nations to inquire into whether they are bringing historical cultural and traditional knowledge into modern practices that work toward food availability through food production. The researcher performed a content analysis of interview, Photovoice, participation, and observation findings to examine the links and gaps between food, culture, and community and the ways that connecting them can change people's lives. The study shows that there is a growing shift in the community's approach to food security issues due to programs such as the Our Sustenance program which offers ways gain access to food and promote cultural revitalization in the community through the planting, growing, harvesting, preparation, and sharing of food. Advisors/Committee Members: McKendry, Virginia (advisor), Walinga, Jennifer (advisor), Etmanski, Catherine (advisor), Vannini, Phillip (advisor), Walinga, Jennifer (advisor).
Subjects/Keywords: Community based research; First Nations; Food Security; Indigenous agriculture; Indigenous research methodology; traditional food practices
Lickers, A. (2015). Longhouse and greenhouse : searching for food security in a community-based research project . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/798
Lickers, Adrianne. "Longhouse and greenhouse : searching for food security in a community-based research project ." 2015. Thesis, Royal Roads University. Accessed January 22, 2020. http://hdl.handle.net/10170/798.
Lickers, Adrianne. "Longhouse and greenhouse : searching for food security in a community-based research project ." 2015. Web. 22 Jan 2020.
Lickers A. Longhouse and greenhouse : searching for food security in a community-based research project . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10170/798.
Lickers A. Longhouse and greenhouse : searching for food security in a community-based research project . [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/798
7. Godinho, V. Money, financial capability and well-being in Indigenous Australia.
Degree: 2014, RMIT University
URL: http://researchbank.rmit.edu.au/view/rmit:161514
► My thesis explores the historical, cultural and familial context of money as it flows through Indigenous households in remote, regional and urban Australia ('Indigenous money'),… (more)
▼ My thesis explores the historical, cultural and familial context of money as it flows through Indigenous households in remote, regional and urban Australia ('Indigenous money'), and considers how this influences Indigenous views on financial capability and well-being. Indigenous people are over-represented amongst three million financially excluded Australians, and those with lower financial capability, irrespective of where they live. Research finds gaps in Indigenous inclusion vis-à-vis mainstream Australia, yet offers limited explanation of why this persists. Indigenous cultural norms are identified as a barrier to enhancing inclusion, yet few studies focus on how Indigenous people understand and want to use money. National financial literacy targets the young through the formal education system, yet elders are the traditional custodians of Indigenous knowledge. Using a research paradigm privileging the Indigenous perspective, I examine the cultural shaping of money, based on Viviana Zelizer's theory of the social shaping of money. I find that 'Indigenous money' is culturally distinctive from 'Anglo-Celtic' understandings of money, which underlie Australian financial policy. This understanding influences their world-view of financial capability and well-being. Participants see money as imposed from 'outside' their culture, yet have adapted it into their everyday lives in culturally distinctive ways. Elders describe the difficulty of having to learn and abide by the rules of 'two' worlds including those that revolve around money. In remote locations money is seen as disconnected from traditional Indigenous knowledge and law. In regional and urban areas, money is inextricably linked to a wider, ongoing challenge to re-conceptualise Indigenous cultural identity and roles, vis-à-vis mainstream, non-Indigenous Australia. 'Indigenous money' flows between related households, rather than being bounded within a nuclear family household. Participants say they prioritize sharing money over saving it, as compared to non-Indigenous people. Elders want to feel more in control of money - they want to know more about it, and connect with their cultural knowledge of managing valued resources, so that they can role model how younger generations should use money wisely. 'Indigenous money' contributes to participants' well-being when they are able to use it for caring, and facilitate not just individual but also family and community goals. Well-being is compromised by feelings of stress and guilt associated with financial choices which clash with cultural norms and identity. Historical, cultural and familial factors have influenced the understanding of 'Indigenous money', financial capability and well-being. Though context matters, the understanding of 'Indigenous money' remains culturally distinctive…
Subjects/Keywords: Fields of Research; Indigenous money management; Indigenous financial inclusion; Indigenous research methodology; Financial capability; Financial well-being
Godinho, V. (2014). Money, financial capability and well-being in Indigenous Australia . (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161514
Godinho, V. "Money, financial capability and well-being in Indigenous Australia." 2014. Thesis, RMIT University. Accessed January 22, 2020. http://researchbank.rmit.edu.au/view/rmit:161514.
Godinho, V. "Money, financial capability and well-being in Indigenous Australia." 2014. Web. 22 Jan 2020.
Godinho V. Money, financial capability and well-being in Indigenous Australia. [Internet] [Thesis]. RMIT University; 2014. [cited 2020 Jan 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:161514.
Godinho V. Money, financial capability and well-being in Indigenous Australia. [Thesis]. RMIT University; 2014. Available from: http://researchbank.rmit.edu.au/view/rmit:161514
8. Bickford, Deanna 1967-. Where Do I Get Porcupine Quills?.
Degree: 2019, University of Saskatchewan
URL: http://hdl.handle.net/10388/11897
► In Canada, and around the world, research 'about' or 'on' Indigenous peoples has traditionally been carried out at the expense of the peoples it was… (more)
▼ In Canada, and around the world, research 'about' or 'on' Indigenous peoples has traditionally been carried out at the expense of the peoples it was supposed to benefit. Many authors have proposed methods to increase the cultural appropriateness and respectfulness of the research. This research proposed using a traditional Dakota way of preserving and sharing knowledge (winter count) as a method that was culturally relevant and respected Indigenous ways of knowing to explore what First Nations youth believed contributed to their well-being. It incorporated aspects, principles, and concepts from Community based participatory research, Two-Eyed Seeing, postcolonial theory, and cultural safety. The objectives for this research were a) to review and renew the winter count legacy in the community of Standing Buffalo Dakota First Nation through the youth, b) to build capacity within the participating youth to create and perpetuate winter counts that are tools for knowledge translation and transfer, c) to explore the utility, cultural appropriateness, and potential of winter counts as a visual research methodology, and d) to discover what these First Nation youth believe are important events in their lives that have contributed to their well-being and who they are today Fifteen First Nations youth participated in learning about winter counts, creating an individual winter count, and sharing their winter counts with their peers, Elders, and teacher and in individual interviews. Several important lessons were learned. Lessons from the youth about well-being included the importance of contributions from physical activity, success, culture and spirituality, and relationships. Lessons about winter counts suggest that they are a way to build capacity about and understandings of traditional practices, a tool to prompt discussion, a tool for self-expression and creativity, a visual method, and culturally respectful research method. Most importantly, the winter count is dynamic and pragmatic and its potential for knowledge sharing is limitless. Many additional lessons about the process of this research were learned. These lessons have been articulated through a wise practices framework, which includes values and considerations that are essential in research with Indigenous peoples. Wise practices in research are those that are adaptable, flexible, creative, reflexive, pragmatic, respectful, and culturally and locally relevant. Advisors/Committee Members: Petrucka, Pammla, Bassendowski, Sandra, Dietrich-Leurer, Marie, Daschuk, James, Hackett, Paul.
Subjects/Keywords: winter count; indigenous methodology; indigenous youth; wellness; nursing research; visual method; wise practices
Bickford, D. 1. (2019). Where Do I Get Porcupine Quills? . (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/11897
Bickford, Deanna 1967-. "Where Do I Get Porcupine Quills?." 2019. Thesis, University of Saskatchewan. Accessed January 22, 2020. http://hdl.handle.net/10388/11897.
Bickford, Deanna 1967-. "Where Do I Get Porcupine Quills?." 2019. Web. 22 Jan 2020.
Bickford D1. Where Do I Get Porcupine Quills?. [Internet] [Thesis]. University of Saskatchewan; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10388/11897.
Bickford D1. Where Do I Get Porcupine Quills?. [Thesis]. University of Saskatchewan; 2019. Available from: http://hdl.handle.net/10388/11897
9. Baker, Tahnee Marie. Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates.
Degree: Social Work, 2018, Arizona State University
URL: http://repository.asu.edu/items/49330
► The Yavapai-Apache Nation represents one American Indian tribe whose experiences of historical trauma and alternative responses to historical trauma is not fully understood. This study… (more)
▼ The Yavapai-Apache Nation represents one American Indian tribe whose experiences of historical trauma and alternative responses to historical trauma is not fully understood. This study sought to explore the presence of historical trauma among individuals who did not directly experience events of historical trauma, and ways those individuals have dealt with the possible impact of historical trauma. The foundation of this research reflected that pathological outcomes may not be universal responses to historical trauma for a sample of Yavapai-Apache Nation college graduates, as evidenced by their academic success, positive life outcomes, and resilience. The study utilized Indigenous methodologies and conversational and semi-structured interviews with Yavapai-Apache Nation co-researchers and four central themes emerged. The first theme of Family indicated the Yavapai-Apache Nation co-researchers with a strong orientation toward the family. Families provided support and this positive perception of family support provided the encouragement needed to cope with various experiences in their lives, including school, raising their own families, career goals and helping to impart teachings to their own children or youth within the community. The second theme, Identity, indicated the co-researchers experienced the effects of historical trauma through the loss of language, culture and identity and that while losses were ongoing, they acknowledged the necessity of identity re-vitalization. The third theme, Survival, indicated that despite hardships, the co-researchers acknowledge survival as a collective effort and achieved by an individual's efforts within the group. The co-researchers described their personal understanding of education and success. They also discussed how they contribute to the survival of the Yavapai-Apache Nation. The fourth theme, Intersection, indicated the co-researchers' stories and experiences in which the themes of family, identity and survival intersected with one another. It was necessary to include this final theme to show respect for the co-researchers' stories and experiences. Also discussed are the study's strengths, limitations, and the implications for research with the Yavapai-Apache Nation and research with Indigenous Communities.
Subjects/Keywords: Social work; American Indian; College Graduates; Historical Trauma; Indigenous Methodology; Indigenous Research Methods; Native American
Baker, T. M. (2018). Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates . (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49330
Baker, Tahnee Marie. "Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates." 2018. Doctoral Dissertation, Arizona State University. Accessed January 22, 2020. http://repository.asu.edu/items/49330.
Baker, Tahnee Marie. "Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates." 2018. Web. 22 Jan 2020.
Baker TM. Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2020 Jan 22]. Available from: http://repository.asu.edu/items/49330.
Baker TM. Exploration of Historical Trauma among Yavapai-Apache Nation College Graduates. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49330
10. Whetung, Madeline. Nishnaabeg Encounters: Living Indigenous Landscapes.
Degree: 2016, University of Toronto
This thesis is an exploration of Nishnaabeg geography in what is now known as Southern Ontario that takes into consideration the dominating settler colonial context.… (more)
This thesis is an exploration of Nishnaabeg geography in what is now known as Southern Ontario that takes into consideration the dominating settler colonial context. Using a mixed method of textual document analysis, and embodied research, I develop a Nishnaabeg geography of a region colonized by a the Trent Severn Waterway (TSW), a large canal composed of several locks and dams that connect natural lakes, and dense settlement in the form of privately owned cottages. The TSW was integral to establishing settlement in the region and is commemorated as a part of Canada's nation-building project over Indigenous lands. This research considers how the colonization of the water contributed to the creation of a built colonialscape and helped to spatialize Indigenous land relations as belonging "somewhere else." I argue that in spite of these imagined spatializations, the Indigenous landscape continues to live on beneath the built colonialscape in geographical layers.
Advisors/Committee Members: Wakefield, Sarah, Geography.
Subjects/Keywords: Indigenous Geography; Land-based Research; Nishnaabeg Methodology; Paddling Methodology; Property; Settler Colonialism; 0366
Whetung, M. (2016). Nishnaabeg Encounters: Living Indigenous Landscapes . (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/76121
Whetung, Madeline. "Nishnaabeg Encounters: Living Indigenous Landscapes." 2016. Masters Thesis, University of Toronto. Accessed January 22, 2020. http://hdl.handle.net/1807/76121.
Whetung, Madeline. "Nishnaabeg Encounters: Living Indigenous Landscapes." 2016. Web. 22 Jan 2020.
Whetung M. Nishnaabeg Encounters: Living Indigenous Landscapes. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1807/76121.
Whetung M. Nishnaabeg Encounters: Living Indigenous Landscapes. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76121
12. Quigley, Dawn. On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum.
Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota
► Because only 0.4% of teachers in Minnesota are Native American, nonNative educators must also learn how to teach this content in ways that increase the… (more)
▼ Because only 0.4% of teachers in Minnesota are Native American, nonNative educators must also learn how to teach this content in ways that increase the engagement and achievement of all our state's students. Yet most teachers are not equipped to teach these standards effectively and confidently. This study offers an emerging Native American female researcher's analysis of ways to conduct Professional Development (PD) for non-Native K-12 teachers. This study asked: What are nonNative teachers' experience in PD regarding MN Native American curricular content of history, language, and culture? And: What supports and structures in (PD) add to non-Native American teachers' experiences as they create culturally relevant curriculum on Minnesota Native American history, language, and culture? I used a theoretical framework of indigenous epistemologies by creating a bridge between the story of the empirical literature reviewed and my own stories as an emerging researcher. Indigenous Methodologies (IM) were employed in this study including a connection or relationship between knowledge and nature theoretical stance on identity seen through water and story as method. The case study focused on three K-12 teachers who participated in PD focused on Native American history, language and culture. Data were analyzed using my new data analyzing technique of *Indigenous Storalyzing* which synthesizes IM and uses understanding through embodiment and conceptual thought; story as an indigenous research method used to work through, interpret, and make sense of the data; and analyzing the data and scholarship sources in storytelling. I also place myself in the analysis as the PD facilitator as I conceptualize myself as a guide in the teachers' PD journey. I tell the stories on water of the three teachers and how I, as an emerging indigenous researcher, navigated ways to see the difference between creating professional relationships versus personal ones; how to protect my Native identity and personal stories from the "gaze" of some nonNative PD participants; along with disrupting assumptions of how transformational learning.
Subjects/Keywords: Indigenous Research Methodology; Native American; Professional Development; Teacher development
Quigley, D. (2018). On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum . (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200268
Quigley, Dawn. "On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum." 2018. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2020. http://hdl.handle.net/11299/200268.
Quigley, Dawn. "On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum." 2018. Web. 22 Jan 2020.
Quigley D. On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11299/200268.
Quigley D. On Water: Journey of an Indigenous Researcher Guiding Professional Development as Teachers Navigate Native American Curriculum. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200268
13. Penak, Nicole. Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers.
Degree: PhD, 2019, University of Toronto
► A Long Story Short "The truth about stories is that's all we are. 'You can't understand the world without telling a story,' the Anishinaabe writer… (more)
▼ A Long Story Short "The truth about stories is that's all we are. 'You can't understand the world without telling a story,' the Anishinaabe writer Gerald Vizenor tells us. 'There isn't any centre to the world but a story'" (King, 2003, p. 32). Tap. Tap. 'Is this thing on?' Clears throat. Pushing his way to the top of the paragraph, he continues, 'I figure I would try to get to you first.' Snicker. 'As this is really all about me, anyways,' Trickster says, fluttering his eyelashes, resting one hand on his chest. 'I mean, sure, I suppose we are traveling the story pathways of Indigenous social workers in Toronto,' he muses, lifting his hand to his chin. 'But social work in North America is a dynamic tale of oppression and resistance,' he pauses to think. 'So, the ten (10) short stories shared here, created with the participants of this research journey, really are a collection of Trickster tales,' he states, regaining all confidence. 'And these stories, like Trickster tales, carry good lessons in their disorder,' Trickster says, slapping his knee. Cackle. Snort. Phew. After regaining some composure, he looks up off the page and back towards the reader. Tap. Tap. 'Storytelling and land are interconnected with each other and to this anti-colonial endeavour' Trickster says, eyebrow raised. 'Somewhere between the significance of petroglyphs and carving your name into wet cement, these story landmarks will guide us in a journey through the relationship Indigenous social workers have with their profession,' he says, slinking his way down the page. 'Guided by an Indigenous research methodology, we take a journey through story, exploring the pathways Indigenous social workers create through their work,' Trickster says. 'Story pathways with some unexpected impacts and destinations, for Indigenous peoples, social work, and research itself,' he smirks. 'So, come walk along Toronto's Red Road, aided by the stories of those who have gone before us, guiding and perhaps even cautioning we future travelers.' Keywords: Indigenous, Aboriginal, Social Work, Stories, Landmarks, Story Pathways, Anti-Colonial, Research Methodology, Trickster, Toronto Advisors/Committee Members: Restoule, Jean-Paul, Leadership, Higher and Adult Education.
Subjects/Keywords: Aboriginal; Anti-colonial; Indigenous; Indigneous Research Methodology; Social Work; Storytelling; 0516
Penak, N. (2019). Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers . (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97575
Penak, Nicole. "Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers." 2019. Doctoral Dissertation, University of Toronto. Accessed January 22, 2020. http://hdl.handle.net/1807/97575.
Penak, Nicole. "Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers." 2019. Web. 22 Jan 2020.
Penak N. Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1807/97575.
Penak N. Walking Toronto's Red Road: The Story Pathways of Indigenous Social Workers. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/97575
14. Suina, Michele. Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint.
Degree: Social Justice and Human Rights, 2015, Arizona State University
► The overarching purpose of my dissertation is to offer one Pueblo perspective about research and health education to contribute to critical dialogue among Pueblo people… (more)
▼ The overarching purpose of my dissertation is to offer one Pueblo perspective about research and health education to contribute to critical dialogue among Pueblo people so that relevant research and health education approaches grounded in Pueblo thinking can emerge. Research was a pebble in my shoe that caused me great discomfort as I walked within academia during the many years I worked as a health educator at a university, and continues to bother me. The purpose of my journal article is to discuss why much mainstream research is problematic from a Pueblo Indian standpoint and to explore considerations for research with Pueblo people. The purpose of my book chapter is to reflect on my experiences as a Pueblo Indian health educator to add to the discussion about the importance of grounding Pueblo health education in local Pueblo knowledge systems and to discuss the limitations of delivering health education primarily grounded in a western biomedical disease model. Finally, my policy brief is an urgent call to action for tribal leaders regarding a recent change to the New Mexico Department of Health's race and ethnicity presentation in health data standard. This change resulted in 39,636 American Indians and Alaska Natives in New Mexico being reclassified as Hispanic. It is my intention to connect my ideas about research and health education with the work of other Pueblo scholars to add to the growing body of Pueblo informed writing to contribute to current and future scholarship that will ultimately benefit Pueblo people.
Subjects/Keywords: Native American studies; Health education; Social research; Health Education; Indigenous Health; Indigenous Research Methodology; Justice Studies; Pueblo Indian
Suina, M. (2015). Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint . (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29737
Suina, Michele. "Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint." 2015. Doctoral Dissertation, Arizona State University. Accessed January 22, 2020. http://repository.asu.edu/items/29737.
Suina, Michele. "Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint." 2015. Web. 22 Jan 2020.
Suina M. Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 Jan 22]. Available from: http://repository.asu.edu/items/29737.
Suina M. Research is a Pebble in my Shoe: Considerations for Research From a Pueblo Indian Standpoint. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29737
15. Daviau, Rena. Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario .
Degree: 2019, Laurentian University
URL: https://zone.biblio.laurentian.ca/handle/10219/3246
► My research examined how Indigenous students chose their post-secondary educational academic pathway, specifically the timing, type and amount information Indigenous students had prior to being… (more)
▼ My research examined how Indigenous students chose their post-secondary educational academic pathway, specifically the timing, type and amount information Indigenous students had prior to being enrolled in undergraduate and graduate programs at Laurentian University, Sudbury, Ontario. This study utilized an Indigenous research methodology and quantitative method with a few qualitative questions using REDCap online survey. The research found that while current Laurentian Indigenous students had multiple pathways prior to enrollment at the university level, the results also found that earlier outreach might one of the strategies to closing the educational attainment gap between Indigenous and non-Indigenous students at the postsecondary level. The study also revealed a need for Laurentian University to form close relationships with Indigenous communities in Northern Ontario to allow potential future students a way of envisioning the benefits and opportunities of their education pathway.
Subjects/Keywords: quantitative Indigenous research methodology; Indigenous academic education; early outreach; Northern Ontario; Laurentian University; envisioning; Indigenous student success; community; relationships; Indigenous educational pathways
Daviau, R. (2019). Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/3246
Daviau, Rena. "Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario ." 2019. Thesis, Laurentian University. Accessed January 22, 2020. https://zone.biblio.laurentian.ca/handle/10219/3246.
Daviau, Rena. "Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario ." 2019. Web. 22 Jan 2020.
Daviau R. Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario . [Internet] [Thesis]. Laurentian University; 2019. [cited 2020 Jan 22]. Available from: https://zone.biblio.laurentian.ca/handle/10219/3246.
Daviau R. Planting the seeds: envisioning an academic pathway for Indigenous students in rural Northern Ontario . [Thesis]. Laurentian University; 2019. Available from: https://zone.biblio.laurentian.ca/handle/10219/3246
16. Peacock, Eve Christine. A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept.
Degree: 2009, Queensland University of Technology
URL: https://eprints.qut.edu.au/30391/
► How interactive new media art can effectively communicate an indigenous philosophical concept. The sophistication and complexity of the philosophical concept concerning relationships between land and… (more)
▼ How interactive new media art can effectively communicate an indigenous philosophical concept. The sophistication and complexity of the philosophical concept concerning relationships between land and people and between people, intrinsic to the laws and customs of Australian Indigenous society, has begun to be communicated and accessed beyond the realm of anthropological and ethnological domains of Western scholarship. The exciting scope and rapid development of new media arts presents an innovative means of creating an interactive relationship with the general Australian public, addressing the urgent need for an understanding of Indigenous Australian concepts of relationship to land, and to each other, absent from Western narratives. The study is framed by an Indigenous concept of place, and relationships between land and people and between people; and explores how this concept can be clearly communicated through interactive new media arts. It involves: a creative project, the development of an interactive new media art project, a website work-in-progress titled site\sight\cite; and an exegesis, a Novella of Ideas, on the origins, influences, objectives, and potential of creative practices and processes engaged in the creative project. Research undertaken for the creative project and exegesis extended my creative practice into the use of interdisciplinary arts, expressly for the expression of philosophical concepts, consolidating 23 years experience in Indigenous community arts development. The creative project and exegesis contributes to an existing body of Indigenous work in a range of areas - including education, the arts and humanities - which bridges old and new society in Australia. In this study, old and new society is defined by the time of the initial production of art and foundations of knowledge, in the country of its origins, in Indigenous Australia dating back at least 40,000 years.
Subjects/Keywords: philosophy; place theory; cultural theory; new media art; Indigenous arts practice; Indigenous practice-led research methodology
Peacock, E. C. (2009). A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept . (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/30391/
Peacock, Eve Christine. "A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept." 2009. Thesis, Queensland University of Technology. Accessed January 22, 2020. https://eprints.qut.edu.au/30391/.
Peacock, Eve Christine. "A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept." 2009. Web. 22 Jan 2020.
Peacock EC. A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2020 Jan 22]. Available from: https://eprints.qut.edu.au/30391/.
Peacock EC. A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/30391/
17. Gaudet, Janice Cindy. An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth .
Degree: 2016, University of Ottawa
► This research endeavour with Moose Cree First Nation provides insights into how emerging Indigenous methodologies are fundamentally grounded in an Indigenous epistemology that, for the… (more)
▼ This research endeavour with Moose Cree First Nation provides insights into how emerging Indigenous methodologies are fundamentally grounded in an Indigenous epistemology that, for the purpose of this project, was found to be integral to youth and community wellbeing. More specifically, this project highlights an Indigenous perspective of health and wellbeing, milo pimatisiwin, that yields individual, collective and relational strengths with its focus on reconnecting youth to the land. This thesis offers methodological contributions in an effort to discuss research with Indigenous peoples beyond the participatory paradigm; it also develops on coming to know through the "visiting way" and elaborates further on Indigenous methods such as learning by doing concepts and conversational method. Discussing approaches of coloniality and settler-colonialism highlighted territoriality and land dispute issues, but most importantly here, these approaches established how the land is at the very core of the Omushkego people's epistemology. Two land-based initiatives with Moose Cree First Nation were examined in this study. The initiatives provide insights into Indigenous resurgence as they relate to the land, to spirit, and to life stage teachings. The community experiences suggest how vital it is to center Indigenous knowledge in research and land-based initiatives for youth wellbeing as they contribute to developing, integrating and applying Indigenous methodologies, given this process is inter-related to fostering milo pimatisiwin. The Omushkegowuk people's conceptions of health and wellbeing challenges colonial ideas and actions, and just as important, it allows for the production of knowledge within the context of Indigenous methods, experiences and wisdom.
Subjects/Keywords: Indigenous Research Methodology; Indigenous Youth Wellbeing; Omushkego
…purpose is to examine how an Indigenous research methodology helps us to know land-based… …research from an Indigenous perspective, framed by Indigenous Research Methodology, as will be… …land. Chapter Three presents the process of coming to an Indigenous research methodology. The… …chapter, I will also explain how my pursuit of an Indigenous research methodology required me to… …course of the research study. In harmony with an Indigenous Research methodology, the project…
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Gaudet, J. C. (2016). An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35560
Gaudet, Janice Cindy. "An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth ." 2016. Thesis, University of Ottawa. Accessed January 22, 2020. http://hdl.handle.net/10393/35560.
Gaudet, Janice Cindy. "An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth ." 2016. Web. 22 Jan 2020.
Gaudet JC. An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10393/35560.
Gaudet JC. An Indigenous Methodology for Coming to Know Milo Pimatisiwin as Land-Based Initiatives for Indigenous Youth . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35560
18. Wynne, Melodi S. Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources.
Degree: 2019, University of Hawaii
Subjects/Keywords: traditional knowledge; Tribally-based; indigenous research methodology; indigenous analysis
Wynne, M. S. (2019). Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/62753
Wynne, Melodi S. "Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources." 2019. Thesis, University of Hawaii. Accessed January 22, 2020. http://hdl.handle.net/10125/62753.
Wynne, Melodi S. "Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources." 2019. Web. 22 Jan 2020.
Wynne MS. Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources. [Internet] [Thesis]. University of Hawaii; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10125/62753.
Wynne MS. Indigenizing Intellectual Property: Tribally-Based Definition and Protections for Traditional Knowledge and Cultural Resources. [Thesis]. University of Hawaii; 2019. Available from: http://hdl.handle.net/10125/62753
19. McClure, Katrina. Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project.
Degree: MA, Geography, 2015, University of Kansas
► Traditional knowledge databases are becoming increasingly instrumental to research objectives in ethnopharmacology. Codified medicinal knowledge of Indigenous peoples is part of what constitutes these databases.… (more)
▼ Traditional knowledge databases are becoming increasingly instrumental to research objectives in ethnopharmacology. Codified medicinal knowledge of Indigenous peoples is part of what constitutes these databases. Indigenous peoples' medicinal knowledge is systematized in database in order to facilitate analyses by researchers. The value, access, and use of traditional knowledge databases by Indigenous peoples is not well researched. The Aurukun Ethnobiology Database study stands as one example where Aboriginal people have co-developed a database with ethnoscientists using a participatory research process that privileges Indigenous methodologies. The adherence to cultural protocols and control of the database by the community resulted in recommendations from ethnoscience researchers that discourages such projects in the future. Standard methodologies in ethnopharmacology are incongruent with the protection, by Indigenous people, of their knowledge systems. Indigenous geographies' scholarship is used in this thesis to examine how technoscience, disciplines, researchers, and communities interact and how outcomes can work for and/or against equitable research processes, self-determination, and sovereignties' of Indigenous peoples. Advisors/Committee Members: Johnson, Jay T (advisor), Kindscher, Kelly (advisor), Johnson, Jay T (cmtemember), Kindscher, Kelly (cmtemember), Brewer, Joseph (cmtemember).
Subjects/Keywords: Geography; ethnoscience; Indigenous methodology; participatory research; technoscience; traditional ecological knowledge; traditional knowledge
McClure, K. (2015). Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project . (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21704
McClure, Katrina. "Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project." 2015. Masters Thesis, University of Kansas. Accessed January 22, 2020. http://hdl.handle.net/1808/21704.
McClure, Katrina. "Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project." 2015. Web. 22 Jan 2020.
McClure K. Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1808/21704.
McClure K. Value, Access, and Use of Ethnobotanical Databases in Ethnopharmacology: Methods, Ethical Research, and a Case Study on the Aurukun Ethnobiology Database Project. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21704
20. Harris, Larissa. The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects.
Degree: Anthropology, 2017, University of Manitoba
► Barriers like financial constraints and travel logistics prevent Indigenous people from accessing their cultural heritage objects held by national, state, and local institutions. This can… (more)
▼ Barriers like financial constraints and travel logistics prevent Indigenous people from accessing their cultural heritage objects held by national, state, and local institutions. This can be overcome using photogrammetry to create 3D models of cultural heritage objects and housing them in virtual museums accessible via Internet-capable devices. This pilot project, working with the White Earth Band of Ojibwe on the White Earth Reservation in Minnesota, followed appropriate museology and communities of practice approaches to meet the concerns, desires, and budget of the tribal members to provide them unfettered access to cultural heritage objects. Because this approach presents cultural objects as 3D models, which can be 'manipulated' as if physically held, it offers visitors more meaningful engagement than they would have with single-dimension, restricted access museum displays. This project focusing on ten cultural heritage objects serves as a foundation on which similar digital museum projects initiated by Indigenous communities can build. Advisors/Committee Members: Milne, Brooke (Anthropology) (supervisor), Buddle, Kathleen (Anthropology) .
Subjects/Keywords: Cultural heritage; White Earth Nation; Indigenous research methodology; Digital knowledge repatriation; 3D cultural heritage surrogates
Harris, L. (2017). The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects . (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32222
Harris, Larissa. "The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects." 2017. Masters Thesis, University of Manitoba. Accessed January 22, 2020. http://hdl.handle.net/1993/32222.
Harris, Larissa. "The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects." 2017. Web. 22 Jan 2020.
Harris L. The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1993/32222.
Harris L. The White Earth digital tribal museum: creation of an open-access online museum using 3D images of cultural heritage objects. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32222
21. Ibrahima, Aissetu B. Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia.
Degree: 2016, University of Illinois – Chicago
► Maternal mortality is a great challenge disproportionately affecting developing countries. To address this problem, the United Nations (UN) designed international policies including Millennium Development Goals… (more)
▼ Maternal mortality is a great challenge disproportionately affecting developing countries. To address this problem, the United Nations (UN) designed international policies including Millennium Development Goals (MDGs) and required developing countries, to adopt these policies in order to access loans or grants. However, these policies failed to bring sustainable change. They are also criticized for being expert-led and embedded in the neo-liberal agenda. This study examines the interface between maternal health policies and their implementation at the grassroots in Ethiopia; and evoke recommendations to address the needs of communities, using indigenous qualitative research methods. The use of indigenous methods decolonizes the study and explore the impact of the 3Cs - colonialism, capitalism, and Christianity (Anderson, 2007) on maternal health policies. The primary research questions were: 1) How do mothers define their needs? 2) To what extent have their needs been met? 3) What interventions have helped the most? 4) If any gaps remain, what do mothers think would improve their situation? Data was collected using in-depth interviews, visual dialogue with 27 women. Miles, Huberman, and Saldana's (2013) interactive model was used to shape the analysis process. And, ATLAS ti (Version 7.5.11) was used to manage, sort and code the data. Member checks was conducted to verify the analysis, decrease the chances of misrepresentation, and increase local validity. Research participants identified access to basic needs, basic infrastructure, economic/financial support, education and reproductive health as maternal health needs. They also indicate the gap in facility based services due to lack of cultural considerations. The majority of health professionals being men created a disconnect. The other important finding was the perception of birth as a natural phenomenon and death [maternal mortality] as destined by God/Allah. Participants also confirmed that the community support for mothers outweigh the facility based support since community members accompany mothers throughout the rituals of the birthing process. Research participants believe that ensuring economic independence for mothers will improving their well-being and health. They also raise importance of equipping traditional birth attendants and allowing them to assist home-birth. To enhance facility-based birth, is necessary to create culturally competent space and services. Advisors/Committee Members: Mattaini, Mark (advisor), Gleeson, James (committee member), McKay-Jackson, Cassandra (committee member), Kelly, Brian (committee member), Nzinga-Johnson, Sekile (committee member), Mattaini, Mark (chair).
Subjects/Keywords: International policy; Millennium Development Goals (MDGs); Material health; Qualitative research; Indigenous methodology; Cultural competence; Ethiopia
Ibrahima, A. B. (2016). Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia . (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21590
Ibrahima, Aissetu B. "Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia." 2016. Thesis, University of Illinois – Chicago. Accessed January 22, 2020. http://hdl.handle.net/10027/21590.
Ibrahima, Aissetu B. "Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia." 2016. Web. 22 Jan 2020.
Ibrahima AB. Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10027/21590.
Ibrahima AB. Towards Indigenous National Policies and Programs: Maternal Health in Ethiopia. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21590
AUT University
22. Gavet, George Otto. How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? .
Degree: 2011, AUT University
URL: http://hdl.handle.net/10292/2535
► Pasifika students continue to fail academically at high school at a disproportionate rate compared to their European/Pākehā and Asian counterparts. The purpose of this research… (more)
▼ Pasifika students continue to fail academically at high school at a disproportionate rate compared to their European/Pākehā and Asian counterparts. The purpose of this research is to evaluate an after school programme that claims to adopt a holistic approach to teaching and learning which may help to arrest that rate of underachievement. The research will help to determine what benefit, if any, the after school programme will have on the Pasifika participants. The programme is designed to assist the development of members of one of the elite sporting teams of a high school. One of the programme's primary objectives includes enhancing improvements to academic performance thereby contributing to retention. Finally the programme hopes the participants successfully complete the NCEA level they enrolled in at the beginning of the year. The programme also delivers practical life-skills workshops aimed at preparing the participants for when they leave school. Areas of improvement for the participants include enhancing positive self-esteem, confidence building, identity awareness and goal setting. The programme is one of a few run by a community non-profit Trust. The Trust asserts this programme allows their learners to become exposed to areas of youth development in a relaxed, comfortable setting whilst gaining confidence and acquiring tools for success in a Pasifika-friendly environment. Advisors/Committee Members: Keelan, Teorongonui Josie (advisor).
Subjects/Keywords: Pasifika; Youth; academic non-achievement; intervention; community; high school; indigenous research methodology; kakala; identity
Gavet, G. O. (2011). How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/2535
Gavet, George Otto. "How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? ." 2011. Thesis, AUT University. Accessed January 22, 2020. http://hdl.handle.net/10292/2535.
Gavet, George Otto. "How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? ." 2011. Web. 22 Jan 2020.
Gavet GO. How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? . [Internet] [Thesis]. AUT University; 2011. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10292/2535.
Gavet GO. How effective are school-based interventions in terms of complementing academic achievement for male Pasifika high school students? . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/2535
23. Peters, Olivia. The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations.
Degree: Sociology, 2019, University of Manitoba
► Risk assessments for intimate partner violence focus on the risk a victim may face of being revictimized and/or the likelihood that a perpetrator will reoffend.… (more)
▼ Risk assessments for intimate partner violence focus on the risk a victim may face of being revictimized and/or the likelihood that a perpetrator will reoffend. In many cases, these risk assessments involve an actuarial assessment of these risks, paying little attention to contextual and historical risk factors. With the over-representation of Indigenous populations in intimate partner violence victimization and perpetration, it is imperative that risk assessments consider the impact of colonization on Indigenous people's increased vulnerability to intimate partner violence. Few researchers have critiqued the implications of clinical and actuarial risk assessments on Indigenous people. In an effort to address this issue, this thesis: (1) takes stock of current risk assessment strategies used by Canada's service providers in the anti-violence sector; (2) identifies useful "promising practices" and barriers to effective risk assessment as identified by service providers; (3) discusses the ways in which these findings can be used to conceptualize an alternative approach to risk assessment; and (4) provides recommendations for the future of risk assessment based on the shortcomings identified in both the literature and interviews with service providers. This research uses a convenience sample of 30 telephone interviews with service providers, all of which were conducted by the author, which include 17 in Manitoba, seven in British Columbia, five in Alberta, and one in Nunavut. The sectors represented include, police, shelters, healthcare, victim services, probation. Findings indicate that many service providers use a patchwork approach to risk assessment, combining elements of structured and unstructured tools and practices to suit the individual and address the complex interplay of individual and systemic factors. Advisors/Committee Members: Linden, Rick (Sociology and Criminology) (supervisor), Peter, Tracey (Sociology and Criminology) (examiningcommittee), Brownridge, Douglas (Community Health Sciences) (examiningcommittee), Jane Ursel (Sociology and Criminology) Sharon Mason (Circling Buffalo Incorporated) (guestmembers).
Subjects/Keywords: Sociology; Criminology; Domestic violence; Domestic homicide; Crime prevention; Indigenous research; Risk assessment; Qualitative methodology
Peters, O. (2019). The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations . (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34221
Peters, Olivia. "The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations." 2019. Masters Thesis, University of Manitoba. Accessed January 22, 2020. http://hdl.handle.net/1993/34221.
Peters, Olivia. "The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations." 2019. Web. 22 Jan 2020.
Peters O. The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1993/34221.
Peters O. The risk of assessment: Understanding service providers' use of risk assessment for intimate partner violence and homicide prevention with Indigenous populations. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34221
24. Mahuika, Nepia. 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition .
Degree: 2012, University of Waikato
► The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make… (more)
▼ The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make them difficult to differentiate. For many indigenous peoples, oral histories and traditions are key to their their past, present, and future lives, and are rarely considered separate. This thesis examines the differences and similarities between the studies of oral history and oral tradition. It explores how these areas of research converge and diverge in form, politics, practice, and theory, and the extent to which they resonate within a specific 'indigenous' context and community. The thesis draws on the life narrative interviews of four generations of Ngāti Porou descendents, the second largest tribal group in New Zealand, whose home boundaries extend from Potikirua in the north to Te Toka-a-Taiau in the south on the East Coast of the North Island. Drawing on these voices, this study offers a commentary on the form and nature of oral traditions and histories from an indigenous perspective, and explores the ways they converge and depart from 'international' understandings. An exploration of these intersections offers insights to the ways oral history and oral traditions might be reconsidered as distinctive fields of study. Reconfigured through an indigenous frame of reference, this thesis challenges scholars of both oral history and oral tradition to expand their conceptions. Likewise, it urges indigenous scholars to consider more deeply the work of oral historians and oral traditionalists to further enhance their scholarship. Moreover, this thesis revisits the intellectual and conceptual territory that names and claims oral history and oral tradition, and invites all those who work in these areas to develop a more extensive comprehension of the interconnections that exist between each area of study. Advisors/Committee Members: Smith, Linda Tuhiwai (advisor), Byrnes, Giselle (advisor), Coleborne, Catharine (advisor).
Subjects/Keywords: History; Maori History; Oral History; Oral Tradition; Historical Methodology; Research Theory; Indigenous Research; New Zealand History
Mahuika, N. (2012). 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/6293
Mahuika, Nepia. "'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition ." 2012. Doctoral Dissertation, University of Waikato. Accessed January 22, 2020. http://hdl.handle.net/10289/6293.
Mahuika, Nepia. "'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition ." 2012. Web. 22 Jan 2020.
Mahuika N. 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10289/6293.
Mahuika N. 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition . [Doctoral Dissertation]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6293
25. Sinclair, Jeannette R. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area.
Degree: PhD, Department of Educational Policy Studies, 2013, University of Alberta
URL: https://era.library.ualberta.ca/files/zc77sr07v
► 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.… (more)
▼ 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, reclaiming and validating Indigenous history and descendant identities in significant ways that will impact future generations. This qualitative study draws on mixed methods of Indigenous autoethnography utilizing knowledge of the researcher's family as the foundation of the work, somewhat like a 'case' study, and weaving in narrative, expository and analytical writing. The work addresses the near invisibility of Indigenous presence in historical literature pertaining to the Lesser Slave Lake area, and seeks to create another, deeper, level of understanding of community knowledge and local experiences. Ancestry is explored in a way that brings edification in a community, contextualizing the lived experiences of Indigenous ancestors into contemporary times, and addressing the legacy of state-imposed political identities that continues to impact Indigenous people in Canada today. The significant engagement with genealogical and archival data in the study is supplemented with narratives of Indigenous voices from the community. The effect of this twinning of data brings the ancestors out of the shadows, and creates a bridge of reconnection for them with the 're searcher' and the contemporary 're searched'. This work speaks to the legacy of pain that Indigenous people carry as a result of colonization, oppression, marginalization, and silencing. Further, it speaks to the challenges of accessing archival and genealogical data, of the unreliability of genealogical evidence, and of the need for validation and mobilization of Indigenous knowledge systems in support of the efforts to make visible that essential Indigenous vitality that has been hidden.
Subjects/Keywords: marginalization of Cree people in the Lesser Slave Lake area; Indigenous narrative; Indigenous research methodology; Indigenous ways of knowing; disconnection to Indigenous language; dispossession of land; ancestral land; Indigenous voices from Lesser Slave Lake; oppression of Indigenous people; identity; Cree identity; Cree genealogy; Cree descendant identities; marginalization of Indigenous people; Indigenous research framework; ancestral relationships; Lesser Slave Lake Indigenous ancestral land; ancestral knowledge; marginalization of Cree people; contextualizing lived experiences of Indigenous ancestors; Indigenous voices; Indigenous auto-ethnography; Indigenous people and land; archival research; Indigenous knowledge in the Lesser Slave Lake area; silencing Indigenous voices; validating Indigenous history; invisibility of Indigenous people; Cree narrative; state-imposed political identities of Indigenous people in Canada; genealogy; Cree ancestry
Sinclair, J. R. (2013). In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area . (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zc77sr07v
Sinclair, Jeannette R. "In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area." 2013. Doctoral Dissertation, University of Alberta. Accessed January 22, 2020. https://era.library.ualberta.ca/files/zc77sr07v.
Sinclair, Jeannette R. "In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area." 2013. Web. 22 Jan 2020.
Sinclair JR. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2020 Jan 22]. Available from: https://era.library.ualberta.ca/files/zc77sr07v.
Sinclair JR. In the Footprints of Our Ancestors: Exploring the Reconnection to my Cree Ancestors (aniskotapanak) and Ancestral Land in the Lesser Slave Lake area. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/zc77sr07v
26. Peltier, Sharla. Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom.
► Aboriginal education reform policies, Truth and Reconciliation initiatives, and climate change indicators signal opportunity and an urgency for action to effect positive change through relationship… (more)
▼ Aboriginal education reform policies, Truth and Reconciliation initiatives, and climate change indicators signal opportunity and an urgency for action to effect positive change through relationship with Aki1. Aboriginal peoples' ancient and wholistic ways of knowing, being, doing, and feeling are touchstones to support timely transformative processes in education and Canadian society. Current educational initiatives emphasize learning Aboriginal content and the integration of historical perspectives and contemporary arts into the Ontario curricula. This case study of 17 participants in a grade 4/5 classroom explores a research journey in northeastern Ontario demonstrating how the oral tradition and an Anishinaabe storywork Circle pedagogy create conceptual space for Anishinaabe ecological relational knowledge within the urban public school classroom. An Anishinaabe shared learning process devoid of power imbalance draws on the life experience of each student and educator in a culture and land-based approach. This study addresses the following research questions: What is Anishinaabe ecological relational knowledge and what principles and concepts of Anishinaabe ecological relational knowledge are made visible in a public school classroom? How is Anishinaabe ecological relational knowledge socially enacted in the classroom? How does the teacher's perception of Anishinaabe ecological relational knowledge transform their pedagogy? A critical Indigenous2 research theory and qualitative methodological approach bring forward a narrative inclusive of teacher and elementary student voices and participant researcher reflections and query. 1 Aki is the Anishinaabemowin term for "Land". Anishinaabemowin refers to the Aboriginal languages of the Anishinaabek people, spoken by the Algonquin, Chippewa, Delaware, Mississauga, Odawa, and Ojibway and Pottawatomi people of the Great Lakes Region. 2 The term Indigenous refers to the first peoples that occupied the continents of the world and is used in this research context to refer to all first peoples-unique in our own cultures-but common in our experiences of colonialism and our understanding of the world (Wilson, 2008, p. 15). Anishinaabe cultural ecological relational knowledge refers to a specific area of Indigenous knowledge that suits the study's local context regarding Anishinaabe cultural origins, linguistic family, and community traditions. An animated learning process and experience incorporates life experience, relational collectivity, and inner knowing for Anishinaabe cultural ecological relational knowledge regarding the self in relationship with Aki and each other. The 'school yard as classroom' is utilized and this is especially supportive for First Nation students in transition to the city. Students' and educators' engagement in an inclusive community of respect and mutual understanding supports exploration of biophilia (the love of nature) and balanced relationships. The incorporation of…
Subjects/Keywords: Indigenous Knowledge; Aboriginal education; Anishinaabe education; Indigenous philosophy; Indigenous ecology; Anishinaabe relational knowledge; Anishinaabe pedagogy; Indigenous research methodology; Case study narrative; Elementary classroom; Storytelling, identity; Community; Story circles; Aboriginal educational praxis
Peltier, S. (2016). Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom. (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/2643
Peltier, Sharla. "Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom. " 2016. Thesis, Laurentian University. Accessed January 22, 2020. https://zone.biblio.laurentian.ca/handle/10219/2643.
Peltier, Sharla. "Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom. " 2016. Web. 22 Jan 2020.
Peltier S. Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom. [Internet] [Thesis]. Laurentian University; 2016. [cited 2020 Jan 22]. Available from: https://zone.biblio.laurentian.ca/handle/10219/2643.
Peltier S. Demonstrating Anishinaabe storywork circle pedagogy: creating conceptual space for ecological relational knowledge in the classroom. [Thesis]. Laurentian University; 2016. Available from: https://zone.biblio.laurentian.ca/handle/10219/2643
27. Smith, Beverly Jean. American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions.
Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign
► This study explores the identity of American Indian college students who have attended a predominantly white institution within the 21st century. This study responds to… (more)
▼ This study explores the identity of American Indian college students who have attended a predominantly white institution within the 21st century. This study responds to the needed inquiry of research and literature about and for American Indian college students by American Indians. 'Stories within stories' is the overall framework centralizing Horse's (2005) American Indian Identity list of the 5 consciousnesses as the point of reference for aiding in defining American Indian and tribal identity. The qualitative exploratory narrative puts research into action not only as a form of resistance (Kovach, 2005) but to establish American Indian identity throughout this dissertation research process with indigenous research process considerations (Tuhiwai Smith, 2013; Wilson, 2008). The literature reviews the overall American Indian higher education pipeline including the formation of American Indian tribal identity beyond the erasure in research, literature and sociohistorical institutions. Through their narratives, the 7 co-researchers who identify as American Indian tribal people confirm the inclusion of Horse's (2005) five areas of consciousnesses. Spirituality was the dominant theme of empowerment but also central in their narrative of their self-definition. The conclusion and discussion of this dissertation study aims to inform and improve the understanding of empowerment of American Indian students and its insight for student affairs theory, practice, praxis and pedagogy. Advisors/Committee Members: Denzin, Norman (advisor), Pak, Yoon (Committee Chair), Zamani-Gallaher, Eboni (committee member), Davis, Jennifer (committee member).
Subjects/Keywords: American Indian; Exploratory narrative research; Qualitative; Indigenous research methodology
…institutional racism, but also how qualitative research and indigenous research methodology could… …of indigenous research method and methodology. Followed by this, the research study is… …methodology part of my dissertation research study. My methodology will then lead to what makes my… …21st century. Wilson (2008) informs how indigenous research methods and even… …x28;2008) describes in his text that indigenous research and the format may lead to a non…
Smith, B. J. (2017). American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions . (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97419
Smith, Beverly Jean. "American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions." 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 22, 2020. http://hdl.handle.net/2142/97419.
Smith, Beverly Jean. "American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions." 2017. Web. 22 Jan 2020.
Smith BJ. American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2142/97419.
Smith BJ. American Indian tribal identity in the 21st century: exploratory narratives of American Indian college students at predominantly white institutions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97419
28. Noguchi, F. Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context.
► Education for Sustainable Development (ESD) aims to develop the capacity of all individuals to be socially-critical and take social and political action to achieve sustainable… (more)
▼ Education for Sustainable Development (ESD) aims to develop the capacity of all individuals to be socially-critical and take social and political action to achieve sustainable development through all forms of education. However, schooling and the formal education system has dominated ESD policy, research and implementation. Consequently, ESD has tended to overlook the non-formal and informal education processes within community development, which encompasses the empowerment of local people to contribute to sustainable community development. As a result, the experiences, actions and struggles of practitioners and community members, particularly the socially-marginalised, have been silenced, despite its value in advancing socially-critical ESD. This research aimed to bridge this gap between ESD and community development and examined the contributions of critical environmental education (EE) to the policy, research and practice of ESD. Hence, this research (i) investigated the relevance of critical EE to socially-critical approaches to ESD in a community development context, and (ii) developed a praxis framework so that both fields would be mutually supportive to strengthen the practices. To address these questions, the research conducted a critical ethnographic study of Mopet Sanctuary Network (MSN) in Hokkaido Japan. MSN was established in 2010 by both the indigenous Ainu and non-Ainu people to achieve sustainable community development based on the indigenous fishing rights claim initiated by the local Ainu elder fisherman, Hatakeyama. Through my engagement with MSN as an educator, I attempted to integrate critical EE into the planned ESD activities. The resulting research can be divided into two parts. Each part was guided by a different methodology and produced contrasting results. Part I was described as within socially-critical ESD, to mean that as the educators we were working within the framework of critical EE. The practice of ESD, as conducted by MSN, resulted in 'patchy empowerment', whereby a few MSN members were observed to have been disempowered, while the majority were empowered to challenge the current development policies. The disempowerment of the few manifested through Hatakeyama's irrational behaviour during the process where two groups within MSN conflicted each other over the strategies for Hatakeyama's rights claim. This was symbolically represented as 'swing' of a pendulum. Furthermore, the cause of the patchy empowerment could not be explained using critical theory. These findings motivated me to go beyond the current theoretical and methodological frameworks for the research in Part II. Part II applied a decoloniality approach to understanding the meaning of knowledge creation and experience learning of the local community from the perspective of the few MSN members who were disempowered, in particular, Hatakeyama. In this attempt, I gained valuable insight into how the power difference between modern knowledge and…
Subjects/Keywords: Fields of Research; Education for Sustainable Development (ESD); Community Development; Decolonial methodology; Indigenous Ainu people and knowledge; Epistemological limitation of critical theory
Noguchi, F. (2017). Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context . (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162376
Noguchi, F. "Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context." 2017. Thesis, RMIT University. Accessed January 22, 2020. http://researchbank.rmit.edu.au/view/rmit:162376.
Noguchi, F. "Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context." 2017. Web. 22 Jan 2020.
Noguchi F. Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context. [Internet] [Thesis]. RMIT University; 2017. [cited 2020 Jan 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:162376.
Noguchi F. Within and beyond: towards a praxis framework for socially-critical education for sustainable development (ESD) in a community development context. [Thesis]. RMIT University; 2017. Available from: http://researchbank.rmit.edu.au/view/rmit:162376
29. Fournie, Meghan. Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada.
Degree: 2018, University of Western Ontario
URL: https://ir.lib.uwo.ca/etd/5201
► Clinical quality improvement (QI) teams from First Nations communities across Canada participated in an 18-month QI collaborative program called the TransFORmation of IndiGEnous Primary HEAlthcare… (more)
▼ Clinical quality improvement (QI) teams from First Nations communities across Canada participated in an 18-month QI collaborative program called the TransFORmation of IndiGEnous Primary HEAlthcare Delivery (FORGE AHEAD) clinical QI initiative. Community-based participatory research and multiple case study methodologies were utilized to explore the experience of two clinical QI teams from diverse primary care settings in First Nations communities as they engaged in developing and implementing changes in practice to improve the quality of diabetes care. This study provides insight into how clinical QI teams drew upon multiple sources of knowledge and information to inform their QI activities, the importance of strengthening relationships and building partnerships with the community, and the factors that support or hinder QI within First Nations communities in Canada. The knowledge generated may help inform community action and future development and implementation of QI programs in First Nations communities in Canada.
Subjects/Keywords: First Nations; Indigenous health; diabetes; primary care; quality improvement; team-based learning; community-based participatory research; knowledge translation; implementation science; case study methodology; Medicine and Health Sciences
Fournie, M. (2018). Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada . (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5201
Fournie, Meghan. "Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada." 2018. Thesis, University of Western Ontario. Accessed January 22, 2020. https://ir.lib.uwo.ca/etd/5201.
Fournie, Meghan. "Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada." 2018. Web. 22 Jan 2020.
Fournie M. Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2020 Jan 22]. Available from: https://ir.lib.uwo.ca/etd/5201.
Fournie M. Exploring Quality Improvement for Diabetes Care: A Multiple Case Study of Primary Care Teams in First Nations Communities in Canada. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5201
30. Barwin, Lynn. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods .
► This thesis examines how traditional medicine workshops offered by an Aboriginal health centre contribute to capacity re-building through self-care in two local communities in Manitoulin… (more)
▼ This thesis examines how traditional medicine workshops offered by an Aboriginal health centre contribute to capacity re-building through self-care in two local communities in Manitoulin Island, Ontario. Health disparities that exist between Aboriginal people and the rest of the population have prompted a need to better understand health determinants that are of relevance in these communities including the importance of culture, tradition, and self-determination. A variety of qualitative methods were employed in this work including in-depth interviews, focus groups and "art voice." The use of art voice on Manitoulin Island advances decolonizing methodologies by emphasizing how the incorporation of locally and culturally relevant methods or "methods-in-place," is an effective way to engage communities in the research process. Results show the need to approach traditional teachings, health programs, and research from an Aboriginal worldview and indicate that more frequent workshops are required to empower youth and adults to practice and share traditional knowledge. Furthermore, a continuum exists in which the interest in language, culture, and tradition increases with age. Capacity can therefore be re-built over time within communities promoting autonomy and self-determination through self-care. Findings can be expected to further inform the traditional programming in participating communities, enhance existing Aboriginal determinants of health models by including traditional medicine as an element of self-care, and can act as a springboard for the inclusion of unique place-based methods into community-based research projects in the future.
Subjects/Keywords: Aboriginal health; traditional medicine; self-care; capacity (re)building; decolonizing methodology; self-determination; art voice; culturally relevant research; place-based methods; decolonizing methods; Manitoulin School of Art; Indigenous Worldview
Barwin, L. (2012). Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/22870
Barwin, Lynn. "Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods ." 2012. Thesis, University of Ottawa. Accessed January 22, 2020. http://hdl.handle.net/10393/22870.
Barwin, Lynn. "Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods ." 2012. Web. 22 Jan 2020.
Barwin L. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . [Internet] [Thesis]. University of Ottawa; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10393/22870.
Barwin L. Places of Tradition, Places of Research: The Evaluation of Traditional Medicine Workshops Using Culturally and Locally Relevant Methods . [Thesis]. University of Ottawa; 2012. Available from: http://hdl.handle.net/10393/22870