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Aboriginal women in education : Honouring our experiences a vision of access to and success within the university
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Abstract:
This thesis explores Aboriginal women's access to and success within universities through an examination of Aboriginal women's educational narratives, along with input from key service providers from both the Aboriginal and non-Aboriginal community. Implemented through the Wildfire Research Method, participants engaged in a consensusbased vision of accessible education that honours the spiritual, emotional, intellectual, and physical elements necessary for the success of Aboriginal women in university. This study positions Aboriginal women as agents of social change by allowing them to define their own needs and offer viable solutions to those needs. Further, it connects service providers from the many disconnected sectors that implicate Aboriginal women's education access. The realities of Aboriginal women are contextualized through historical, sociocultural, and political analyses, revealing the need for a decolonizing educational approach. This fosters a shift away from a deficit model toward a cultural and linguistic assets based approach that emphasizes the need for strong cultural identity formation. Participants revealed academic, cultural, and linguistic barriers and offered clear educational specifications for responsive and culturally relevant programming that will assist Aboriginal women in developing and maintaining strong cultural identities. Findings reveal the need for curriculum that focuses on decolonizing and reclaiming Aboriginal women's identities, and program outcomes that encourage balance between two worldviews-traditional and academic-through the application of cultural traditions to modern contexts, along with programming that responds to the immediate needs of Aboriginal women such as childcare, housing, and funding, and provide an opportunity for universities and educators to engage in responsive and culturally grounded educational approaches.
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Keyword:
Indians of North America; Native women -- Education -- Canada
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URL: http://hdl.handle.net/10464/3919
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| 162 |
Academic advising, eh : a profile of undergraduate academic advising at Ontario universities
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| 163 |
Writing with an English as a Second Language (ESL) Student
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In: Undergraduate Review (2012)
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| 164 |
Libya in the modern orientalist world-system: A critical analysis of English Language acquisition (ELA) as a factor in Libya‟s new developmental strategy
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| 165 |
La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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| 166 |
"Let me show you what i'm thinking": the social function of private speech for young children
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| 167 |
Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing
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| 168 |
Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension
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| 169 |
Croyances et pratiques déclarées d'enseignants de la francisation aux adultes à l'égard du vernaculaire dans l'enseignement de la compréhension orale
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| 170 |
Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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| 171 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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| 172 |
Learning Land and Life: An Institutional Ethnography of Land Use Planning and Development in a Northern Ontario First Nation
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| 173 |
Identifying the real and perceived needs of ESL adult learners with limited or no literacy in their L1
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| 174 |
Revealing Our Commonessence: A Collaborative Self-study Involving Choral Music Educators
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| 175 |
La migration pour études : l’expérience de retour des diplômés guinéens dans leur pays d’origine après une formation au Canada
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| 176 |
La politesse dans la communication interculturelle : les stratégies de politesse utilisées par les coréens apprenant le français comme langue seconde lors des situations de demande
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| 177 |
Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education
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| 178 |
Difficultés d’ordre grammatical rencontrées chez les immigrants adultes allophones dans l’apprentissage du français langue seconde
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| 179 |
"To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community
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| 180 |
The Heart and Soul of Language Teaching: Making (Inter)connections between Holistic and Second Language Education in the Post-secondary Context
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