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Articles 1 - 30 of 34
Full-Text Articles in Education
Indigenization Of Postsecondary Education Applied Learning Curriculum Development, Gabriel Y. Chung
Indigenization Of Postsecondary Education Applied Learning Curriculum Development, Gabriel Y. Chung
The Dissertation in Practice at Western University
The Truth and Reconciliation Commission of Canada’s (2015) Calls to Action have awoken Canadian society to the reconciliation. Although there is a growing body of knowledge on the individual topics of Indigenous education, knowledge, and leadership, there is relatively little research bringing together these topics in curriculum development practices in a postsecondary education skilled learning context. My problem of practice (PoP) is one that strives to address a low enrolment of Indigenous adult learners and lower positive outcomes from skilled training programs. Situating this problem from my perspectives as a Canadian-born visible minority Settler on Turtle Island and postsecondary education …
Editors' Introduction, Raj G. Chetty, Beverly Greene
Editors' Introduction, Raj G. Chetty, Beverly Greene
Journal of Critical Race and Ethnic Studies
No abstract provided.
Answering The Calls For Inclusion From St. John's Students, Natalie P. Byfield
Answering The Calls For Inclusion From St. John's Students, Natalie P. Byfield
Journal of Critical Race and Ethnic Studies
No abstract provided.
Head, Heart, And Hands: A Relationships First Approach To Indigenizing And Decolonizing Education, Sherra Lee C. Robinson
Head, Heart, And Hands: A Relationships First Approach To Indigenizing And Decolonizing Education, Sherra Lee C. Robinson
The Dissertation in Practice at Western University
Student engagement within District X is at an all-time low. As District X strives for more equitable learning opportunities, they also work to serve the unique and varying needs of students despite the rising physical and mental health concerns, particularly in the wake of the COVID-19 pandemic that shook students and adults alike, resulting in a global collective trauma and led to the shutdown of schools worldwide in March 2020. These issues are especially prevalent within our most underfunded and underserved populations, such as Indigenous populations. As Canadians, Indigenous relations and calls to adopt Indigenous ways of knowing and being …
The Histories We Inherit: Concordia's Reckoning With The Pasts Of Its Founding Institutions, University Of Maine Canadian-American Center
The Histories We Inherit: Concordia's Reckoning With The Pasts Of Its Founding Institutions, University Of Maine Canadian-American Center
Social Justice: Diversity, Equity, & Inclusion
A University of Maine alumnus, Professor Graham Carr is president and vice-chancellor of Concordia University in Montreal, Canada. A historian by training and a long-time leader in higher education in Canada, Carr returns to his alma mater to explore the role universities can and should play in addressing the legacy of colonialism and anti-Black racism on campuses and in greater society. He will explore two case studies from Concordia’s recent history: a formal apology it issued for the role systemic racism played in student protests and their aftermath in 1969 as well as its response to the role two religious …
Indigenous Research Methodologies Conference, Wabanaki Center, Native American Programs
Indigenous Research Methodologies Conference, Wabanaki Center, Native American Programs
Social Justice: Diversity, Equity, & Inclusion
Flyer promoting the October 24, 2024, Indigenous Research Methodologies Conference on the University of Maine campus. The conference features keynote speaker, Dr. Elizabeth Sumida Huaman, an indigenous scholar focusing on indigenous knowledge systems and place-based education, indigenous rights, and decolonial research design.
Building A Culture Of Relevancy And Decolonization In A Community School, Minou Morley
Building A Culture Of Relevancy And Decolonization In A Community School, Minou Morley
The Dissertation in Practice at Western University
This Organizational Improvement Plan is based on a problem of practice at an inner-city school in a medium-sized Ontario city. There is an achievement/opportunity gap between minoritized students and those in the majority, that run along the Regular English/Specialized Program and Early French Immersion Program lines. Minoritized students are overrepresented in the former two programs. When viewed through a decolonizing lens, built on a framework of culturally relevant and responsive leadership, and informed by Indigenous theoretical frameworks it is a problem of social justice and equity. Using Shields conception of transformative leadership, the problem is examined through an asset-based approach …
The Amplification Of “At-Promise” Middle School Student Voice To Foster School Success, Nathan J. Ngieng
The Amplification Of “At-Promise” Middle School Student Voice To Foster School Success, Nathan J. Ngieng
The Dissertation in Practice at Western University
Transformative actions towards the collective vision of the educated citizen have been central to the change efforts of educational leaders in British Columbia. Through a challenge to the status quo, utilizing a critical and post-structuralist lens, this paper charts a path towards revisioning middle school student success nested in listening stances and reflective practices. At the heart of this Problem of Practice is the disengagement and lack of voice that middle school students are experiencing, viewed through the context of a large and diverse suburban school district in the lower mainland of British Columbia. Theories of social learning, adult learning, …
The Ripple Effect: How One Rural School Can Embrace Indigenous Learning On A Journey Towards Truth And Reconciliation, Catherine A. Usher
The Ripple Effect: How One Rural School Can Embrace Indigenous Learning On A Journey Towards Truth And Reconciliation, Catherine A. Usher
The Dissertation in Practice at Western University
In a K–9 rural school in Alberta, the lack of opportunities for land-based learning and understanding of Indigenous truths, histories, and ways of knowing creates a significant gap in knowledge that is an ethical obligation to address. For the school to engage in social justice and transformation to address this problem of practice, it is crucial to address this gap and work towards decolonization and indigenization. The goal of this Organizational Improvement Plan is to ensure that staff gain a deep awareness and understanding of the historical oppression and marginalization of Indigenous peoples in Canada due to colonization, both historically …
Cultivating Compassion: School Discipline Through A Lens Of Equity, Wellbeing, And Decolonization, Kristi L. Blakeway
Cultivating Compassion: School Discipline Through A Lens Of Equity, Wellbeing, And Decolonization, Kristi L. Blakeway
The Dissertation in Practice at Western University
Punitive and exclusionary discipline practices cause harm to elementary aged students weakening their connection to school. Such practices are reactive in nature and fail to understand the needs of students who demonstrate challenging behaviour. This organizational improvement plan provides a framework to reimagine school discipline through a lens of equity, wellbeing, and decolonization. It is an invitation to look under the surface to better understand students who struggle with behaviour in elementary classrooms. The school discussed is a large, suburban public school in British Columbia serving students in kindergarten through to grade seven. A conceptual change model, the transformative wheel, …
Becoming The Imperfect Friend: Sḵwx̱Wú7mesh And Contemplative Pathways To Healing And Reconciliation In Higher Education, Denise Marie Findlay
Becoming The Imperfect Friend: Sḵwx̱Wú7mesh And Contemplative Pathways To Healing And Reconciliation In Higher Education, Denise Marie Findlay
Journal of Contemplative and Holistic Education
Throughout this reflective essay I explore Sḵwx̱wú7mesh Indigenous philosophy and contemplative education as ethical pathways to healing and reconciliation in higher education. I put forth the idea of becoming the imperfect friend in a world ethos of death by a thousand cuts as a response to the violence of colonialism perpetuated in academia. I reflect on the Sḵwx̱wú7mesh values of eslhélha7kwhiws and stélmexw as contemplative dispositions that lend themselves to the process of becoming the imperfect friend. I conclude by describing a Sḵwx̱wú7mesh -led program hosted by Simon Fraser University (SFU) in 2022-2023, named Moving Together In The Ways …
Professional Development In Indigenous Education: By Teachers, For Teachers, Devin Green
Professional Development In Indigenous Education: By Teachers, For Teachers, Devin Green
The Dissertation in Practice at Western University
Many school boards have been developing Indigenous frameworks and funding Indigenous programming as a response to the 94 “Calls to Action” published by the Truth and Reconciliation Commission of Canada (2015). The actions of these school boards are a form of reconciliation. Within the Southern Alberta School Board (SASB, a pseudonym), there are strong policies in place that support Indigenous students; these policies ensure the students never have to experience the unfair treatment that past generations did through the residential school system. Teachers in this school board are also supported through professional development programs to improve their practice. However, these …
Dismantling The Master's House: A Decolonial Blueprint For Internationalization Of Higher Education, Bhavika Sicka, Minghui Hou
Dismantling The Master's House: A Decolonial Blueprint For Internationalization Of Higher Education, Bhavika Sicka, Minghui Hou
Educational Leadership & Workforce Development Faculty Publications
While critical scholars have attempted to decenter internationalization, limited research has aimed to understand internationalization efforts in the context of the socio-historical particularities of the postcolonial condition. This paper takes a decolonial perspective in the study of internationalization, in light of the Eurocentric tendencies of modernity, whose major manifestation in higher education is neoliberal globalization. We unpack internationalization in the U.S. and examine how it is embedded in and reproduces neoliberalism, racism, and colonialism. Since decolonization is not merely deconstructive but also regenerative, we reconceive what it means to be international and recommend how internationalization can be deployed as a …
Calling Nurses To Move Forward Together In Truth And Love, Lisa Bourque Bearskin, Wanda Phillips-Beck, Andrea Kennedy, Jacinthe I. Pepin, Florence Myrick, Jessica Pearce Lamothe, Sabiha Khazal
Calling Nurses To Move Forward Together In Truth And Love, Lisa Bourque Bearskin, Wanda Phillips-Beck, Andrea Kennedy, Jacinthe I. Pepin, Florence Myrick, Jessica Pearce Lamothe, Sabiha Khazal
Quality Advancement in Nursing Education - Avancées en formation infirmière
No abstract provided.
At Home Or On Tour? Mixed Race Filipina/O American Reflections On Identity And Visiting The Motherland, Lisa Delacruz Combs, Marc P. Johnston-Guerrero
At Home Or On Tour? Mixed Race Filipina/O American Reflections On Identity And Visiting The Motherland, Lisa Delacruz Combs, Marc P. Johnston-Guerrero
The Qualitative Report
This duoethnography (a dialogic approach to studying the meanings given to a similarly experienced phenomenon among two or more individuals; Norris, 2008) engages dilemmas of identity and authenticity for two mixed heritage Filipina/o Americans on various points in their ongoing journeys toward decolonization. We center our analysis around recent travels to the “motherland” of the Philippines, engaging two guiding questions: (a) What does it mean for us to claim Filipino-ness within the context of the Philippines when we are solely visiting? And (b) How is the dissonance of being in a different national context helpful for better understanding our relationships …
Re-Envisioning Self And Community: The Experiences Of Pilipina American Students With Colonial Mentality And Decolonization, Kristine Angelica Din
Re-Envisioning Self And Community: The Experiences Of Pilipina American Students With Colonial Mentality And Decolonization, Kristine Angelica Din
Graduate Doctoral Dissertations
This dissertation explores the invisibility of Pilipina American narratives in higher education by investigating colonialism and colonial mentality and how they may shape the experiences of Pilipina American undergraduate students in higher education. This study was framed by Pinayism (Tintiangco-Cubales, 2005; Tintiangco-Cubales & Sacramento, 2009), Strobel’s (2001) decolonization framework, and the Colonial Mentality Scale (CMS) (David & Okazaki, 2006b). Participants reflected upon their life stories to explore and make meaning of the ways their lives have been informed by events that have occurred and the messages they received from their families, peers, teachers, and communities. Participants also engaged with indigenous, …
Enduring Indigeneity: Community Consultation As A Process For Indigenizing Curriculum At A College In Ontario, Camille C. Di Iulio
Enduring Indigeneity: Community Consultation As A Process For Indigenizing Curriculum At A College In Ontario, Camille C. Di Iulio
The Dissertation in Practice at Western University
In 2015, the Truth and Reconciliation Commission (TRC) released its report which included 94 Calls to Action to address the legacy impacts of the Indian Residential School System in Canada. With education at the forefront of reconciliation, Call to Action #62 calls on post-secondary educators to integrate First Nations, Métis and Inuit content into their curriculum, to Indigenize teaching and learning within an education system built on Eurocolonial worldviews. A post-secondary institution located in southern Ontario (referred to by the pseudonym SCAAT) is making decolonization an institutional priority, especially as it is aligned with their Equity, Diversity and Inclusion (EDI) …
[2022 Winner] Decolonization In Higher Environmental Education, Olivia Equinoa
[2022 Winner] Decolonization In Higher Environmental Education, Olivia Equinoa
Ethnic Studies Research Paper Award
This paper introduces the practice of decolonization and discusses the importance of implementing it in higher environmental education. Using scholarly critiques and research, this paper explores ways decolonization can be enacted in universities, cautions in doing so, the consequences of not decolonizing these areas, and why it is crucial that it be practiced in the field of environmental education.
A Path To Decolonizing The Online Classroom, Erin Woodford
A Path To Decolonizing The Online Classroom, Erin Woodford
Northwest Journal of Teacher Education
Designing our online classroom is more than just putting content online or showing up on video conferencing as scheduled. The inequities across regions that inhibit success with online learning may affect students anywhere at any time. How do you navigate what inequities our learners may face? Are decolonization strategies the key to creating a more equitable, student-centered classroom? This paper illustrates the autoethnographic case study research process of decolonizing the online classroom that takes the researcher to the United Kingdom and back to the US and Canada to realize how global decolonization varies, yet how using an equity lens in …
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
Education Studies Faculty publications
In this chapter, we read the 2015-2016 #MustFall movement as an “event” in Badiou’s sense of the word. Employing Badiou’s (2005, 2013) interpretive scheme, we suggest that the #MustFall movement fractured the appearance of regularity of the South African higher education landscape to such an extent that it can be considered the kind of ‘event’ that Badiou defines as “something that brings to light a possibility that was invisible or even unthinkable. [It] is, in a certain way, merely a proposition. It proposes something to us” (Badiou, 2013:9-10). Reflecting on a long-term research project on ‘transformative student citizenship’ that started …
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Continued revelations of the systemic racism and violence in past and present Canadian society underscore the importance for EAP educators to understand our situatedness in a settler society as the foundation of decolonizing classroom practices. This theoretical exploration advocates for the continuing to decolonize English for Academic Purposes (EAP) classrooms during the post-covid transition to online learning environments. This exploration draws on post-structural theories of identity (Butler, 2002; Foucault, 1980, 1991; Weedon, 1987), and Morgan’s (2004) conceptualization of identity as pedagogy, as contributions to decolonizing EAP classrooms in face-to-face or online environments.
A Student Led Assessment Of Diversity, Equity, And Inclusion In The Environmental Science And Management Department At Portland State University, Aneesha Gharpurey
A Student Led Assessment Of Diversity, Equity, And Inclusion In The Environmental Science And Management Department At Portland State University, Aneesha Gharpurey
University Honors Theses
In the summer of 2020, the world watched as Black communities and allies responded to the murder of George Floyd and Breonna Taylor. An intensification of social and racial justice awareness provoked many entities like higher education institutions (HEI) to evaluate how they support marginalized people and update their diversity, equity, and inclusion (DEI) plans. In an attempt to maintain excellence, many HEIs implement DEI plans through top-down methods where high-level administrators target recruitment and retention, campus climate, community engagement, and curriculum. These plans rarely incorporate students as co-collaborators and administer DEI changes that have little effect on students' self-belonging, …
The Trickiness Of Settler Colonialism: Indigenous Women Administrators’ Experiences Of Policy In Canadian Universities, Candace Brunette-Debassige
The Trickiness Of Settler Colonialism: Indigenous Women Administrators’ Experiences Of Policy In Canadian Universities, Candace Brunette-Debassige
Electronic Thesis and Dissertation Repository
Since the release in 2015 of the report of the Truth and Reconciliation Commission of Canada, a plethora of new administrative policies has emerged in universities. A variety of interconnecting Indigenous administrative roles has also arisen, many of which have been taken up by Indigenous women who find themselves working in challenging and complex contexts steeped in settler colonialism. Studies of the challenges these women face—indeed of Indigenous educational leadership and policies in higher education in general—are, however, sorely lacking. The present study is a qualitative exploration of the embodied experiences of twelve Indigenous women administrators (including the primary researcher) …
Autoethnography As A Decolonizing Methodology: Reflections On Masta’S What The Grandfathers Taught Me, Dung T. Pham, June E. Gothberg
Autoethnography As A Decolonizing Methodology: Reflections On Masta’S What The Grandfathers Taught Me, Dung T. Pham, June E. Gothberg
The Qualitative Report
As an Asian graduate student and a Native professor at a U.S. Midwestern Predominantly White Institution, we reflected upon Masta’s (2018) article, What the Grandfathers Taught Me: Lessons for an Indian Country Researcher, to examine the decolonizing aspects of autoethnography. Masta’s use of autoethnography to explore her experiences provides a deeply personal view into the phenomenon of living and researching Indigenous in an America that is inherently White in character, tradition, structure, and culture. The use of participatory and constructivist Indigenous autoethnography places the lived experience of an Indigenous woman at the center of the study, using the Indigenous …
The Capability Approach: A Proposed Framework For Experiential Learning In The Faculty Of Arts, Humanities And Social Sciences, Timothy A. Brunet, Hassan Shaban, Stephanie Gonçalves
The Capability Approach: A Proposed Framework For Experiential Learning In The Faculty Of Arts, Humanities And Social Sciences, Timothy A. Brunet, Hassan Shaban, Stephanie Gonçalves
Centre for Teaching and Learning Publications
This qualitative case study uses the Capability Approach (CA) as a framework for experiential learning courses in the Faculty of Arts Humanities and Social Sciences at the University of Windsor, in Ontario, Canada. Specifically, this is a case study of two courses titled Ways of Knowing and Ways of Doing that are offered as undergraduate general credit electives. In this paper, we describe the case study context and provide a brief introduction to the CA. The lead author presents the case study courses' pedagogical framework and describes the materials and methods of the case. Next, we provide a summary of …
Mcgillicuddy’S Humanities Center Hosts Guest Lecture On The Racial History Of Free-Verse Poetry, Rebekah Sands
Mcgillicuddy’S Humanities Center Hosts Guest Lecture On The Racial History Of Free-Verse Poetry, Rebekah Sands
Social Justice: Diversity, Equity, & Inclusion
On March 4, 2020, Erin J. Kepler, a visiting professor from Tulane University, gave a talk on Native American poetry and innovation of language titled “Mary Austin’s Time Machine: Modernist Poetics and Settler Time.” Introduced by Margo Lukens, the director of the McGillicuddy's Humanities Center, the talk furthered this year’s theme, “Society, Colonization, and Decolonization” by introducing the importance of Native American language regarding our modern perceptions of time and rhythm.
How To Be Unfaithful To Eurocentrism: A Spanglish Decolonial Critique To Knowledge Gentrification, Captivity And Storycide In Qualitative Research, Marcela Polanco, Nathan D. Hanson, Camila Hernandez, Tirzah Le Feber, Sonia Medina, Stephanie Old Bucher, Eva I. Rivera, Ione Rodriguez, Elizabeth Vela, Brandi Velasco, Jackolyn Le Feber
How To Be Unfaithful To Eurocentrism: A Spanglish Decolonial Critique To Knowledge Gentrification, Captivity And Storycide In Qualitative Research, Marcela Polanco, Nathan D. Hanson, Camila Hernandez, Tirzah Le Feber, Sonia Medina, Stephanie Old Bucher, Eva I. Rivera, Ione Rodriguez, Elizabeth Vela, Brandi Velasco, Jackolyn Le Feber
The Qualitative Report
From a position of academic activism, we critique the longstanding dominance del production of knowledge that solely implicates fidelity to Eurocentric methodological technologies en qualitative research. Influenced by an Andean decolonial perspective, en Spanglish we problematize métodos of analysis as the dominant research practice, whereby las stories o relatos result en su appropriation, captivity and gentrification, first by researchers’ authorship and later by the publishing industry copyrights. We highlight the racializing and capitalist colonial/modern Eurocentric agenda del current market of knowledge production that displaces to la periphery all knowledge o relatos that do not subscribe to Euro-US American methodological parameters …
The Duality Of The Black Student Activist: A Decolonial Approach To Reframing Student Activism As Student Leadership, Kaileik Asbury
The Duality Of The Black Student Activist: A Decolonial Approach To Reframing Student Activism As Student Leadership, Kaileik Asbury
West Chester University Master’s Theses
This thesis addresses how reframing activism as leadership allows student activist to be viewed as student leaders on college campuses. More specifically, I explore how the Black student existence and experience on college campus and their desire for an equitable education has always been considered a form of activism that had continuously been suppressed. I used the methodology of critical action research to examine the structures of Eurocentricity, colonization, racialization and domination that affect the educational experiences of Black student activists, while also utilizing my personal experience. I propose a leadership building program that promotes racial justice, decolonial methods and …
Review Of Reclaiming Indigenous Research In Higher Education, Rose Buchanan
Review Of Reclaiming Indigenous Research In Higher Education, Rose Buchanan
Journal of Contemporary Archival Studies
Reclaiming Indigenous Research in Higher Education challenges basic assumptions of Western methodologies by demonstrating the value of Indigenous approaches to social scientific research. Contributors argue that Western institutions have long marginalized Indigenous perspectives in higher education, overlooking or outright dismissing the unique experiences of Indigenous students as well as the efforts of Indigenous researchers to explore and understand them. This volume is a necessary read for anyone wanting to promote greater diversity and inclusion in the academy and in supporting institutions like archives.
Applied Critical Leadership: Centering Racial Justice And Decolonization In Professional Associations, Rachel E. Aho, Stephen John Quaye
Applied Critical Leadership: Centering Racial Justice And Decolonization In Professional Associations, Rachel E. Aho, Stephen John Quaye
Journal of Critical Scholarship on Higher Education and Student Affairs
With a history steeped in exclusion, segregation, political unrest, and glacial-paced progress, it is no surprise that higher education professionals continue to experience and illuminate issues, such as racism, colonization, and identity-based harm, particularly under the divisiveness of today’s presidential administration. Knowing this, leaders within higher education must prepare to meet these realities. To prepare students for navigating these challenges, educators often rely on the direction, guidance, and thought leadership produced via professional associations. As such, those involved in professional associations play a critical role in determining the priorities of the field. Given the tumultuous national climate, these priorities, now …