Canadian Journal of Native Education

Articles

Vol. 36, No. 1, 2013

Editorial: Indian Control of Indian Education-40 Years Later
In 1972, the Canadian National Indian Brotherhood (now Assembly of First Nations) released the Indian Control of Indian Education (ICIE) policy paper. The ICIE policy paper addressed the following areas in relation to Indigenous education: local control...
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Indian Control of Indian Education: Reflections and Envisioning the Next 40 Years
The Indian Control of Indian Education (ICIE) (1972) policy document was, and continues to be, evidence of the power of Aboriginal peoples in Canada working together to speak up against government assimilationist policies. The voices in this article...
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First Nations Control of Education: One Community's Experience
The voices of First Nations communities, families, and people are acknowledged and recognized in this research, along with the current tensions created by subtle and overtly imposed processes of colonization. This research uses ethnographic techniques...
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Just Do It: Anishinaabe Culture-Based Education
In an attempt to meet the educational needs of Anishinaabe children and youth, innovative education must be created to specifically reflect Anishinaabe culture and Anishinaabe community realities. The Anishinaabe Bimaadiziwin Cultural Healing and Learning...
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Mokasige: Redeploying a Colonial Institution to Reaffirm and Revitalize Algonquin Culture
Historically, Canada's educational policy for Indigenous populations has focused on assimilation, which has had a negative effect on Indigenous cultures and peoples. Today, high school graduation rates for Aboriginals are less than half of the Canadian...
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Instructional Leadership in First Nations Schools
This paper combines a synthesis of an Alberta Teachers Association (ATA) sponsored case study of five highly-effective elementary schools in Alberta and an examination of the leadership qualities necessary to create an effective and successful First...
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The Role of the Non-Native Teacher in Remote First Nations Communities in Northern Ontario
This article describes seven experienced First Nations and non-Native educators' ideas about how to prepare non-Native teachers for culturally responsive teaching in remote First Nations communities in northern Ontario. Addressing the concerns for teacher...
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We Are the Ones We've Been Waiting For: Towards the Development of an Indigenous Educational Advocacy Organization for Indigenous Children in Canada's Custody
The influential Indian Control of Indian Education (ICIE) policy statement, written by the National Indian Brotherhood (NIB) in 1972, galvanized widespread Indigenous resistance to Canadian human rights abuses that included child apprehension policies...
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Creating Space: My Life and Work in Indigenous Education
Creating Space: My Life and Work in Indigenous Education Verna J. Kirkness Winnipeg, MB: University of Manitoba Press, 2013, 194 pages including indexI hold up my hands to Dr. Verna J. Kirkness (Ni-Jing-Jada) for sharing her life's work and creating...
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Vol. 35, No. 1, 2012

Yupiit Schools in Southwest Alaska: Instruments for Asserting Native Identity and Control
This essay argues that the Yupiit people of Southwest Alaska have transformed and are transforming formal institutions such as schools into instruments of Indigenous' self-identity and self-governance. These efforts are conceptualized as both external...
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Editorial-Indigenous Pedagogies: Resurgence and Restoration
The year 2012 marks an important milestone for Indigenous education in Canada. It is now four decades since the publication of Indian Control of Indian Education (National Indian Brotherhood, 1972/2001), an important policy paper that, in part, was a...
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Educators' Perspectives about a Public School District's Aboriginal Education Enhancement Agreement in British Columbia
Historically, the education of Aboriginal people in Canada has been a paternalistic and colonial undertaking, causing great harm and loss to Aboriginal peoples and their traditional knowledge(s) and ways of knowing. In attempts to move forward from the...
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Education in Ixim Ulew (Guatemala): Maya Indigenous Knowledge and Building New Citizens
Original research conducted in Ixim Ulew with 17 Indigenous Maya educators illustrates that the current education system promotes a citizenship that endeawurs to assimilate Indigenous peoples into the mainstream. The need to discuss the role of Maya...
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Decolonizing Métis Pedagogies in Post-Secondary Settings
This article asks how post-secondary education and scholarship can facilitate critical and engaged reclamations of Métis knowledge through critical intellectual and experiential engagement. First, it explores dominant representations of Metis political...
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Building Relationships through Reciprocal Student Exchanges
This participatory action research study describes a reciprocal exchange between two First Nations schools, one in Northern Ontario and one in urban British Columbia. The study participants were 12- to 14-year-old students who were involved in the exchange....
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"Strike Them Hard!" the Baker Massacre Play: Staging Historical Trauma with Blackfoot Children
In 1870, the United States army massacred the Blackfoot camp of Chief Heavy Runner. The author's great-great grandmother survived the Baker Massacre. In 2006, the author suffered the loss of her 22-year old daughter to suicide. "Strike Them Hard!" The...
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Niitsitapi Relational and Experiential Theories in Education
This paper provides an outline of an Indigenous educational theory based on Blackfoot, or Niitsitapi, pedagogy. It ascertains relational and experiential factors as essential components of Indigenous education. This is demonstrated by relating the theory...
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Anishinaabe Pedagogy
In attempts to define Aboriginal education, there has been little attention paid to the distinction between the pedagogy of local First Nations' cultures and the institutionalized field of Aboriginal education. As a resident of south-central Manitoba,...
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Killing the Weendigo with Maple Syrup: Anishnaabe Pedagogy and Post-Secondary Research
Battiste (2009, p. 193) asserts that "modern educational theory and practice have, in large part, destroyed or distorted the ways of life, histories, identities, cultures, and languages of Aboriginal peoples". Critical in her discussion is consideration...
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Bridging the Gap-Narratives as a Literacy Vehicle for Indigenous San Students in Botswana
The purpose of this study was to find out San students' understandings of their learning experiences in the Letsatsi Community iunior Secondary School [pseudonym], a Remote Area Dwellers (RAD) boarding school in Botswana, and how these experiences impacted...
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Multiliteracies Pedagogy in Language Teaching: An Example from an Innu Community in Quebec
The use of multiliteracies pedagogy is one approach that we consider well-suited to Canadian Indigenous contexts where language teaching must be responsive to local realities and driven by local needs. Multiliteracies pedagogy includes a multiplicity...
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In Our Collectivity: Teaching, Learning, and Indigenous Voice
In this article, I consider the efficacy of transformative embodied pedagogies for making space for Indigenous voice and testimony in the classroom. Drawing upon my experiences of teaching women's studies, and as an Indigenous woman who is simultaneously...
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