scholarly journals Seeking “Mamatowisowin” to Create an Engaging Social Policy Class for Aboriginal Students

2020 ◽  
Vol 3 (4) ◽  
pp. 22-29
Author(s):  
Erika Faith
Keyword(s):  
Social Policy ◽  
First Nations ◽  
Knowledge Systems ◽  
Aboriginal Peoples ◽  
Aboriginal Communities ◽  
Policy Issues ◽  
Aboriginal Students ◽  
Divine Inspiration ◽  
Indigenous Knowledge Systems ◽  
Internal Sense

This article recounts the author’s personal and professional journey of developing a social policy social work course at the First Nations University of Canada. With no social policy text designed for and about Aboriginal peoples, and very few articles written on social policy issues in Aboriginal communities, the author was challenged to create content, pedagogy, and assignment structures that reflected the cultures of her students who come primarily from the plains and woodlands reserve communities of Saskatchewan. By consulting with Elders, colleagues, and students, as well as by paying attention to her own internal sense of stress or delight, she progressively modified the class over three years, releasing all that was‘dry and detached’ while building on all that was fun, relevant and exciting. Along the way, the author was introduced to the néhiyawéwin (Cree) word mamatowisowin, which refers to a state of spiritual attunement and divine inspiration. I realized that, perhaps more than head knowledge, it was mamatowisowin that she most needed in order to create a class that optimally served her students and the university’s vision of a ‘bicultural education’ that is equally grounded in both European and Indigenous knowledge systems.

Aboriginal student strength to persist and Indigenous Knowledges in community colleges

2015 ◽  
Vol 5 (1) ◽  
pp. 53-62
Author(s):  
Elizabeth Erwin ◽  
Linda Muzzin
Keyword(s):  
College Students ◽  
Community Colleges ◽  
First Nations ◽  
Student Persistence ◽  
Aboriginal Peoples ◽  
Community Members ◽  
Aboriginal Communities ◽  
Content Type ◽  
Indigenous Knowledges ◽  
Aboriginal Students

Purpose – The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college. Design/methodology/approach – Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars. Findings – The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem. Practical implications – Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students. Originality/value – The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

scholarly journals Aboriginal population of Canada: growth dynamics under conditions of encounter of civilisations

2003 ◽  
Vol 30 (1) ◽  
pp. 75 ◽  
Author(s):  
Anatole Romaniuc
Keyword(s):  
First Nations ◽  
Growth Dynamics ◽  
Historical Background ◽  
Aboriginal Peoples ◽  
Policy Issues ◽  
Aboriginal Population ◽  
The Past ◽  
The Future ◽  
Demographic Evolution

This paper endeavours to capture the broad configuration of demographic evolution of the Aboriginal peoples of Canada from the early contacts with Europeans to the present. The main stages thereof are identified and the underlying factors explored, against the historical background of Aboriginal and European civilisations' encounter. While taking stock of the past, the paper takes a glimpse into the future. It concludes with a review of demographically-driven policy issues that the First Nations are likely to confront as they step into the 21s Century.

scholarly journals Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Liana B. Clarysse ◽  
Shannon A. Moore
Keyword(s):  
Education Policy ◽  
Indigenous Knowledge ◽  
First Nations ◽  
Critical Analysis ◽  
Knowledge Systems ◽  
Peace Building ◽  
Law Reform ◽  
Policy Framework ◽  
Indigenous Knowledge Systems ◽  
The Impact

As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.  

scholarly journals "Try to Understand Us":Aboriginal Elders’ Views on Exceptionality

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Ron Phillips
Keyword(s):  
Special Education ◽  
Special Needs ◽  
First Nations ◽  
Aboriginal Education ◽  
Community Members ◽  
Students With Special Needs ◽  
Aboriginal Communities ◽  
Aboriginal Students ◽  
The World ◽  
Aboriginal Elders

This article provides an analysis of the views of four Elders at the “A Window to Seeing the World Differently, National Symposium on Aboriginal Special Education” that was held in October 2005 at First Nations University of Canada in Regina.  The symposium was an opportunity to provide educators, students, parents, and community members with information on Aboriginal views on special education.  Concern had been expressed over the high numbers of Aboriginal students being identified as “special needs” attending schools on reserves throughout Canada.  There was also concern over difficulties with the current special education system, e.g., funding, assessment, and service issues.  It was believed that the Aboriginal worldview of students with special needs as having special gifts from the Creator was not integrated into the curriculum or into teaching practices.  The article concludes with suggestions for educators on how to address exceptionalities in Aboriginal communities. Keywords: Aboriginal education, Elders, exceptionality, special education, Aboriginal special   education.

A Theory of Patronized Goods: Inefficient and Efficient Equilibria

2011 ◽  
pp. 65-87 ◽  
Author(s):  
A. Rubinstein
Keyword(s):  
Nash Equilibrium ◽  
Social Policy ◽  
Nash Equilibria ◽  
Institutional Environment ◽  
Social Motivation ◽  
Pareto Optimal ◽  
Market Failures ◽  
Equilibrium Conditions ◽  
Policy Issues

The article considers some aspects of the patronized goods theory with respect to efficient and inefficient equilibria. The author analyzes specific features of patronized goods as well as their connection with market failures, and conjectures that they are related to the emergence of Pareto-inefficient Nash equilibria. The key problem is the analysis of the opportunities for transforming inefficient Nash equilibrium into Pareto-optimal Nash equilibrium for patronized goods by modifying the institutional environment. The paper analyzes social motivation for institutional modernization and equilibrium conditions in the generalized Wicksell-Lindahl model for patronized goods. The author also considers some applications of patronized goods theory to social policy issues.

Colonizing Innovation:

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Abhinav CHATURVEDI ◽  
Alf REHN
Keyword(s):  
Indigenous Knowledge ◽  
Postcolonial Theory ◽  
Knowledge Systems ◽  
Frugal Innovation ◽  
Indigenous Knowledge Systems ◽  
Management Literature

Innovation is one of the most popular concepts and desired phenomena of contemporary Western capitalism. As such, there is a perennial drive to capture said phenomena, and particularly to find new ways to incite and drive the same. In this text, we analyze one specific tactic through which this is done, namely by the culturally colonial appropriation of indigenous knowledge systems. By looking to how jugaad, a system   of   frugal   innovation   in   India,   has been   made   into   fodder   for   Western management literature, we argue for the need of a more developed innovation critique, e.g., by looking to postcolonial theory.

Indigenous Environmental Justice, Knowledge, and Law

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Deborah McGregor
Keyword(s):  
Environmental Justice ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Indigenous Worldviews ◽  
Indigenous Knowledge Systems ◽  
The World ◽  
Innovative Approaches

This article aims to introduce a distinct conception of Indigenous environmental justice (IEJ) based on Indigenous legal orders, knowledge systems, and conceptions of justice. This is not to suggest in any way that the existing environmental justice (EJ) scholarship is flawed; in fact, the scholarship and activism around EJ have been central in diagnosing and drawing attention to injustices that occur on a systematic basis everywhere in the world. This article argues instead that such discussions can be expanded by acknowledging that concepts of environmental justice, including distinct legal orders informed by Indigenous knowledge systems, already existed on Turtle Island for thousands of years prior to the arrival of Europeans. It also suggests that environmental justice framed within Indigenous worldviews, ontologies, and epistemologies may make significant contributions to broader EJ scholarship, particularly in relation to extending justice to other beings and entities in Creation. This approach acknowledges ongoing colonialism and emphasizes the need to decolonize in order to advance innovative approaches to IEJ. 

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