Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 13 of 13
Full-Text Articles in Education
Niinwi-Kiinwa-Kiinwi: The Path To Reconcialtion, Decolonization And Pursuing Etuaptmumk (Two-Eyed Seeing) Pedagogy In A Faith-Based Organization, Nicole L. Brouwer
Niinwi-Kiinwa-Kiinwi: The Path To Reconcialtion, Decolonization And Pursuing Etuaptmumk (Two-Eyed Seeing) Pedagogy In A Faith-Based Organization, Nicole L. Brouwer
The Dissertation in Practice at Western University
In the context of an educational space, reconciliation, decolonization and pursuing Etuaptmumk (Two-Eyed Seeing) takes place across three dimensions: classroom resources, curriculum delivery and assessment practices. In my context at North Urban School (a pseudonym), a fourth dimension is present. That is, how the process of reconciliation, decolonization and pursuing Etuaptmumk fits within a faith-based organization. While embarking on the reconciliation, decolonization and pursuing Etuaptmumk journey, I am mindful of the advice given by The Honourable Mr. Justice Murray Sinclair, who notes that; there should be no change about us, without us. This is in line with the concept of …
Creating Pathways To Reconciliation Through Incorporating Indigenous Voices And Culture Into The Development Of Impact Benefit Agreements (Ibas) On First Nation Traditional Territory, Hannah M. Caicco Ms
Creating Pathways To Reconciliation Through Incorporating Indigenous Voices And Culture Into The Development Of Impact Benefit Agreements (Ibas) On First Nation Traditional Territory, Hannah M. Caicco Ms
The Dissertation in Practice at Western University
This Dissertation-in-practice (DiP) is a declaration for leaders to engage in ongoing and edifying activism in the form of Indigenous advocacy. Due to the unjust generational trauma of Indigenous peoples, this work promotes Indigenous authorship, participation, and empowerment, specifically in negotiated land agreements, commonly known as Impact Benefit Agreements (IBAs). Red Pine Economic Development Corporation (EDC) (pseudonym), a for-profit Indigenous organization owned by Red Pine First Nation, holds two IBAs that lack Indigenous participation, voice, and culture. To address this omission, Red Pine EDC must work with Red Pine First Nation to redraft a more fulsome cultural chapter of the …
Principal Leadership From A Settler Canadian's Perspective, Cheryl Ricco
Principal Leadership From A Settler Canadian's Perspective, Cheryl Ricco
The Dissertation in Practice at Western University
The Truth and Reconciliation Committee’s (TRC) Calls to Action #7 and #63 focus on the Indigenization and decolonization of schools to create positive change for Indigenous students. To address these specific Calls to Action in an Ontario Catholic elementary school, a critically responsive transformative school leadership approach is required. This approach emphasizes individual and organizational reconciliation that seeks to improve Indigenous students’ academic achievement and well-being in the current colonial structures of the Ontario education system. To create an awareness of these structures, Catholic school leaders must acknowledge their own Settler Canadian identity. In doing so, they develop authentic relationships …
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 …
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 …
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, …
Centring Indigenous Worldviews And Perspectives: Deepening The Implementation Of The Curriculum, Perry N. Smith ~ Kꙻ Anilqꙻ A?
Centring Indigenous Worldviews And Perspectives: Deepening The Implementation Of The Curriculum, Perry N. Smith ~ Kꙻ Anilqꙻ A?
The Dissertation in Practice at Western University
School districts throughout British Columbia are grappling with indigenizing and decolonizing classroom instructional practices. The redesign of British Columbia’s curriculum has allowed educators to support indigenization and decolonization by including Indigenous curricular learning standards in each subject and every grade. Each district is responsible for ensuring that teachers at all levels implement the Indigenous curricular Learning standards in their classrooms. Implementing curricular learning standards that embed Indigenous knowledge, worldviews, and perspectives is challenging for many teachers. As many teachers do not have the background knowledge or skills to weave Indigenous worldviews and perspectives into the classroom effectively, implementing these new …
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 …
Transforming Together For Equity, Well-Being, And Decolonization, Terry Taylor
Transforming Together For Equity, Well-Being, And Decolonization, Terry Taylor
The Dissertation in Practice at Western University
Decolonization, equity, and well-being in K-12 education have become pivotal aims for educational leaders in the province of British Columbia, in Canada, and around the globe. By dismantling coloniality in pedagogical praxes and learning leadership structures within school and district systems, this paper maps a bold and essential journey for change and presents a disruptively anti-colonial amalgam of theory and practice for well-being and equity. In the central Problem of Practice, these complex system leadership goals are investigated through the case of a small and innovative BC school district. Learners—both student and adult—are at the centre of this powerful vision …
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) …