This exploratory case study shares teacher candidates' perspectives and experiences of an Aboriginal infusion at York University's Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates…

In this article, I explore the question, "What is the relationship between appropriation of Indigenous thought and what might be called "deep learning" based in years of education in Indigenous contexts." Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary…

Shuswap elder "Sophie Roberts" (a pseudonym) recollects early childhood experiences, child-rearing practices, leaving home for boarding school, courtship, marriage, and family life. The interviewer, a white Anglo-Canadian, reflects on her role and responsibility in publishing Sophie's story. (SV)

Describes the development and implementation of a postsecondary science curriculum for First Nation adult students. Results of an ethnographic study, including selected student and teacher responses to the curriculum, are presented and analyzed in relation to contradictions such as that between applied science and cultural traditions. (MMU)

A non-Native researcher describes undertaking an ethnography of perceptions about Native control of education among staff and students at a Native adult educational institution in British Columbia and discusses concerns about her role in the power struggle and the legitimacy and adequacy of such research. Contains 40 references. (SV)

This book is a critical ethnography of the Native Education Centre (NEC) in Vancouver, British Columbia. It presents an intimate view of the center, focusing on the people that work there--First Nations students, board members, teachers--and revealing their beliefs about First Nations control of education and how they put those beliefs into…

To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over,…

The pilot project, "A Pedagogy of the Land" (POL), provides an opportunity to ponder the relations between aboriginal community/university knowledges in this case, the relations between an Anishinaape land-based pedagogy and the developing theorizing around formal and informal learning. Traditional aboriginal education is not limited to…