Strengthening Identity

Topic: Health & Wellness

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28160	Strengthening Identity	10:00 AM	10:45 AM	Wednesday			Culture and Psychotherapy
28161	Strengthening Identity	10:00 AM	10:45 AM	Wednesday			Decolonization, Sovereignty, and Reconciliation Through Langauage

Leap of faith: reconciling the modern and ancient worlds as an indigenous educator

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27585	Leap of faith: reconciling the modern and ancient worlds as an indigenous educator	10:00 AM	10:45 AM	Wednesday	Aroha Gilling (Te Whānau a Apanui)				Leap of faith: reconciling the modern and ancient worlds as an indigenous educator	Every day I talk to my students about indigenous values and beliefs and in particular how important and ever present our ancestors are. Now and again the ancestors decide to talk back. This presentation is based on unexpected events, which intrude into the mundane world and present the opportunity to bridge the gap between a sceptical, largely secular society and an ancient world steeped in generations of knowledge and custom. It is framed within the principles of a kaupapa Māori paradigm to support my students and myself to develop a willingness to navigate contested landscapes with humility and a sense of wonder in an effort to test and ultimately expand our conceptual limits.	Workshop	Indigenous Pedagogy

Woppaburra traditional calendars & cultural mapping- a counter-narrartive.

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27622	Woppaburra traditional calendars & cultural mapping- a counter-narrartive.	10:00 AM	10:45 AM	Wednesday	Hendrick Van Issum (Aboriginal Australian)				Woppaburra traditional calendars & cultural mapping- a counter-narrartive.	During Inti Raymi, an ancient Incan tradition marking the winter solstice and honoring the sun, Bolivias President Morales referred to the Gregorian calendar as 'untidy'. "We must reclaim our ancestral calendar as part of the rebuilding of our identity,” President Morales stated. Similarly, this project was part of a wider PhD thesis, where Elders' knowledge was represented visually. The culture of the Woppaburra people has been exhumed through the data collected as described in Yins (2009) case study method. I have used Yin’s (2009) multiple data sources to interpret the Woppaburra seasonal calender as a cultural map. This has then been used to inform environmental educational practice.	Workshop	Indigenous Knowledge & Ways of Knowing

Ecological economic development: planning community wellbeing for the next 7 generations

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27611	Ecological economic development: planning community wellbeing for the next 7 generations	10:00 AM	10:45 AM	Wednesday	Eric Alex (Cheam First Nation,Stolo Nation)				Ecological economic development: planning community wellbeing for the next 7 generations	We are currently operating at 1.5 times earths capacity to sustain us. >From time immemorial up until the 1800’s people could expect to have a relatively similar standard of living as their great grandparents. Our ancestors safeguarded our land, resources, and culture for the generations to follow. On August 8th 2016 our utilization and consumption of resources exceeded what could renew in a year. We are spending the resources that belong to the 7 generations to come by sustaining the consumption and economic growth today. Our resilience and indigenous ways of being depend on a relationship with the world around us, lets discuss what is possible today for a sustained tomorrow.	Workshop	Justice & Equity

What is the impact of learning te reo Maori/the Maori language on Maori well-being?

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27691	What is the impact of learning te reo Maori/the Maori language on Maori well-being?	10:00 AM	10:45 AM	Wednesday	Sophie Nock (Ngati Kuri, New Zealand Māori)				What is the impact of learning te reo Maori/the Maori language on Maori well-being?	Whilst it is clear that significant disparities exist between Māori and Non-Māori around health and well-being outcomes, and the broader picture of the Māori and Indigenous health landscape demonstrates an assumption that cultural loss as an outcome of colonization has led to poor health outcomes for Māori and Indigenous peoples. Logically, Indigenous cultural revitalization and in particular Indigenous language revitalization is assumed to increase well-being. This research will report directly on the investigation of the association between learning te reo Māori and the effects on Māori health and well-being.	Workshop	Indigenous Languages

Finding Evidence of Ancestral Learning Within Contemporary PreK-12 School Contexts

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27352	Finding Evidence of Ancestral Learning Within Contemporary PreK-12 School Contexts	10:00 AM	10:45 AM	Wednesday	Dr. Meahilahila Kelling (Hawai'i,Hawai'i) Mahina Paishon Duarte (Native Hawaiian,Hawai'i) Dr. Denise Espania (Hawai'i,Hawai'i) Allyson Tamura (Native Hawaiian,Hawai'i) Dr. Chelsea Keehne (Native Hawaiian,Hawai'i)				Finding Evidence of Ancestral Learning Within Contemporary PreK-12 School Contexts	Seventeen Hawaiian-focused Charter Schools (HFCS) participate in the Culturally Relevant Assessment (CRA) project that cascades from the HFCS Vision of the Graduate. Project objectives include cultural competency, readiness for the next level, and academic growth. Three working groups developed tools that explore the research question, What is the evidence of the Hawaiian-focused Charter School Vision of the Graduate? Presenters will gather feedback about 3 instruments and mixed method data; 1) HFCS ceremony performance assessment results (inclusive of genealogy, leadership, land connections, and reciprocal relationship dimensions), 2) HFCS Hōʻike Capstone Project Continuum summative data, and 3) HFCS Assessment Validation summary.	Workshop	Culturally Responsive Education

The unfinished process of decolonization of indigenous education in Taiwan

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27354	The unfinished process of decolonization of indigenous education in Taiwan	10:00 AM	10:45 AM	Wednesday	Ciwas Pawan (Seejiq tribe of Taiwan,Taiwan) Sifo Lakaw (Pangcah tribe of Taiwan,Taiwan) Li Tsung-Wen Kuo (Paiwan tribe of Taiwan,Taiwan) Gincu Kuvangasan (Paiwan tribe of Taiwan,Taiwan) Shu-Mei Hu (Bunun tribe of Taiwan,Taiwan) Hsiu-Ying You (Seejiq tribe of Taiwan,Taiwan) Sung-En Lin (She's not an indigenous person.,Taiwan) Jolan Hsieh (Siraya Nation of Taiwan,Taiwan) Ifuk Saliyud (Pangcah tribe of Taiwan,Taiwan) Komod Adop (Pangcah tribe of Taiwan,Taiwan)				The unfinished process of decolonization of indigenous education in Taiwan	This panel covers diverse indigenous issues in Taiwan on: 1) language revitalization at home, 2) ethnic identity and language use, 3) the project effectiveness of the Indigenous Language as Family Heirloom, 4) Paiwan language immersion preschool's experiences, 5) a case study of indigenous outdoor experiential teaching, 6) A study of Sediq culture curriculum and instruction in a kindergarten, 7) the contemporary action of Katratripulr meeting house's education, and 8) Indigenous research ethics: Practice and reflection.	Workshop	Indigenous Pedagogy

Chalan Hinanao-ta (The Path of Our Journeys): Sharing Stories of Chamorro Ways of Knowing at an American University

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27456	Chalan Hinanao-ta (The Path of Our Journeys): Sharing Stories of Chamorro Ways of Knowing at an American University	10:00 AM	10:45 AM	Wednesday	Teresita Lourdes Perez (Chamorro,Guam) James Perez Viernes (Chamorro,Guam) Sharleen Santos-Bamba (Chamorro,Guam)				Chalan Hinanao-ta (The Path of Our Journeys): Sharing Stories of Chamorro Ways of Knowing at an American University	In Guam, one of the few colonies left in the 21st century, the indigenous Chamorro persist in sustaining their worldviews. Chamorro faculty of the University of Guam will share their narratives of working with indigenous students within the constraints of an American university – one that has engendered distance between various ways of knowing. Participants will be invited to share similar narratives that interrogate the ways that educators and students work to narrow distance between western pedagogy and indigenous ways of knowing in post-secondary education. This sharing will open dialog that will address the struggles of indigenous peoples at large who negotiate similar relationships.	Workshop	Culturally Responsive Education

Blak Women in Business - Australia's first Global Indigenous franchise

Topic: Business & Economics

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27451	Blak Women in Business - Australia's first Global Indigenous franchise	10:00 AM	10:45 AM	Wednesday	Madison Prince (Nyikina,Nyikina) Samantha Cook (Nyikina,Nyikina)				Blak Women in Business - Australia's first Global Indigenous franchise	Meet the driving force behind Australia's first Indigenous global franchise - The Real Aussie Company. Now based in Australia, Canada and the United States, this Aboriginal women led initiative takes the universal model of franchising and delivers it within constructs of Indigenous ideation. In doing so it creates an unique business model that provides economic advancement within de-colonised approaches to business. Presentation will coincide with the Turtle Island launch of The Real Aussie Company.	Workshop	Business & Economics

Sum of Our Ancestors

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27481	Sum of Our Ancestors	10:00 AM	10:45 AM	Wednesday	Jo Clancy (Australia/Wiradjuri) Becky Chatfield (Wagana Aboriginal Dancers,Australia/Kamilaroi)				Sum of Our Ancestors	"Sum of Our Ancestors" explores and confronts issues related to Aboriginal culture and identity through contemporary Aboriginal dance and storytelling. The Wagana Dancers will share who they are, where they come from, their nation and clan groups and the issues that go with identifying as an Aboriginal person in Australia with mixed racial heritage, fair skin and freckles. We will share the beautiful stories of cultural strength, pride and affirmation that have come with reclaiming, developing and sharing our dances in our community, nationally and internationally. Wagana means to dance. We will dance for you and with you and we will sit down and yarn about our way of learning.	Workshop	Arts

The NSW ATSI Council of Catholic School Parents. Our Past, Our Present, Our Future!

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27394	The NSW ATSI Council of Catholic School Parents. Our Past, Our Present, Our Future!	10:00 AM	10:45 AM	Wednesday	Merindah Wilson (Kamilaroi,Australia) Sharon Cooke (Ngemba,Ngemba Australia) Mary Atkinson () Linda McNeil (Australia)				The NSW ATSI Council of Catholic School Parents. Our Past, Our Present, Our Future!	The Aboriginal and Torres Strait Islander Parent Committee (ATSI) formed in 2006, is a state-level committee that discusses issues of importance for ATSI parents/carers with children in Catholic schools. It seeks to give a voice in State and National decision-making affecting Catholic education. The Committee provides support to schools, parents, and diocesan Catholic education offices through professional learning, advice, and resources to build and sustain home, school, and community partnerships. You will hear from Committee members as they share our success from conception to the present and our vision and challenges for the future of ATSI Catholic parent and community partnerships.	Workshop	Partnerships in Education

Transformative education in Vancouver, British Columbia: Using cultural humility to put truth & reconciliation to work, Indigenize your institution and humanize your educational practice – Some considerations to help liberate your learners.

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27384	Transformative education in Vancouver, British Columbia: Using cultural humility to put truth & reconciliation to work, Indigenize your institution and humanize your educational practice – Some considerations to help liberate your learners.	10:00 AM	10:45 AM	Wednesday	Justin Wilson (Heiltsuk) Lindsay Heller-Weaver (Cree,Canada) Lane Trotter (Non-Indigenous,Canada) Gail Sparrow (Musqueam,Canada)				Transformative education in Vancouver, British Columbia: Using cultural humility to put truth & reconciliation to work, Indigenize your institution and humanize your educational practice – Some considerations to help liberate your learners.	A community-based Reconciliation case study that shares how Langara aligned Indigenization with Truth and Reconciliation using a ‘Transformative Learning Equation’ as told by a non-Aboriginal President, a Musqueam Elder, a Heiltsuk Professor and a Cree Student Project Leader. Strategy, Indigenous community-service learning and intercultural student outcomes will be discussed in addition to some how to's and lessons learned for consideration in your practice/institution.	Workshop	Partnerships in Education

WINHEC- Reaching for Our Highest Education

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27505	WINHEC- Reaching for Our Highest Education	10:00 AM	10:45 AM	Wednesday	Laura Horton (Dene,Canada) Hohaia Collier (Maori,Aotearoa, New Zealand)				WINHEC- Reaching for Our Highest Education	The World Indigenous Nations Higher Education Consortium is aligned with UNDRIP Articles 12-15 and was established at WIPCE 2002. We gather annually as Indigenous and like minded people. We have created and implemented a culturally appropriate P-20 accreditation process, published journals, held research conferences, supported language initiatives and advocated for Indigenous peoples as we "resume our original form". We have the mind, spirit and ability to reshape ourselves as originally intended, reaching our highest goals that restore and retain Indigenous ways of knowing and being, with determination and action of members. Learn more about WINHEC, join us. www.winhec.org	Workshop	Partnerships in Education

The Listening Stone Project: Learning From the Indigenous Education Focused Collaborative Inquiry 2013-2016

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27492	The Listening Stone Project: Learning From the Indigenous Education Focused Collaborative Inquiry 2013-2016	10:00 AM	10:45 AM	Wednesday	Susan Dion (Lenape and Potawatomi) Debra Cormier ()				The Listening Stone Project: Learning From the Indigenous Education Focused Collaborative Inquiry 2013-2016	Constagno and Brayboy (2008) argue that although the writing on Culturally Responsive Schooling is insightful, “it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes – none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth” (p.942). Informed by the voices of community members and educators our paper investigates how the First Nation, Métis and Inuit Focused Collaborative Inquiry is transforming Indigenous Education across the province. It offers new insights and a deeper understanding of what it takes to create systemic and institutional change.	Workshop	Public Education for Reconciliation

Te Aho Matua - Maori Philosophical Theory - Applied in an ITE Programme, Te Aho Tatairangi

Topic: Teaching Indigenous Histories

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27580	Te Aho Matua - Maori Philosophical Theory - Applied in an ITE Programme, Te Aho Tatairangi	10:00 AM	10:45 AM	Wednesday	(Beatrice)Mari Ropata-Te Hei (New Zealand Maori,New Zealand)				Te Aho Matua - Maori Philosophical Theory - Applied in an ITE Programme, Te Aho Tatairangi	Te Aho Matua In 1999 the philosophy of education, initiated by Dame Katerina Mataira Te Aho Matua was legislated under the Education Act S155, as the philosophy of the Kura Kaupapa Māori education system in Aotearoa New Zealand. This paper explores the nature of Te Aho Matua and how it is applied to a kaupapa Māori immersion initial teacher education programme in the preparation of teachers for kura kaupapa Māori. A case study is presented from the Te Aho Matua based ITE programme called Te Aho Tātairangi.	Workshop	Teaching Indigenous Histories

He Waka eke noa (Moving forward together)

Topic: Business & Economics

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27581	He Waka eke noa (Moving forward together)	10:00 AM	10:45 AM	Wednesday	Adele Barsdell (New Zealand) Dwayne Strickland () Felicity Nepia () Te Hauora Hepi-Te Huia ()				He Waka eke noa (Moving forward together)	We are an 100% Maori (indigenous) owned registered New Zealand charity. Our primary role is to assist whanau (owners and their direct descendants) in all areas of their lives including Health, Education, Youth Development, Whanau Support (Family), Employment, Housing. Over the years we have experienced a high level of success in many of our initiatives, particularly in the area of Education, Youth Development and Grant administration. Our results show us that our programmes are; -increasing knowledge of cultural identity; -raising the achievement of Maori students; -improving personal skills of Maori teenagers and -increasing whanau (family engagement) with our services.	Workshop	Business & Economics

Preventing Student Bullying: A Return to Resilience

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27556	Preventing Student Bullying: A Return to Resilience	10:00 AM	10:45 AM	Wednesday	Joann Sebastian Morris (Cayuga, Six Nations, Canada; Sault Ste. Marie Chippewa, Michigan,United States) Robin Butterfield (Ho Chunk, Wisconsin; White Earth Chippewa, Minnesota,United States)				Preventing Student Bullying: A Return to Resilience	Native students performance in school is directly related to how they feel about themselves, their sense of safety, and whether their school climate is inclusive or not. Bullying prevention research informs us that those students most frequently bullied are ethnic minority, two-spirit, and disabled. We also know that most parents and educators don't know what to do to prevent bullying or how to intervene in a bullying incident. Join us in this interactive workshop to gain knowledge about bullying and how to prevent it, and to practice easy intervention strategies. These proven practices can help end bullying of indigenous youth and ensure their return to resilience.	Workshop

Challenges and Successes of a First Nations High School

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27459	Challenges and Successes of a First Nations High School	10:00 AM	10:45 AM	Wednesday	Sylvia Davis (Ojibwe,Ojibwe, Canada) Glen Whiskeychan (Pelican Falls First Nations High School,Cree, Canada) Solomon Kakagamic (Pelican Falls First Nations High School,Oji-Cree, Canada)				Challenges and Successes of a First Nations High School	Pelican Falls First Nations High School is located outside of Sioux Lookout, Ontario. PFFNHS serves secondary students from 24 First Nations communities. We face challenges of homesickness, loneliness, mental health issues, drug and alcohol addictions, and unhealthy relationships which could be attributed to the intergenerational effects of Residential Schools. Despite this, we have seen a high retention rate as well as a high percentage of students getting their credit accumulation. In this workshop you will hear some of our struggles, but more importantly I hope we are able to convey how we are resilient and strong in how we strive to achieve our motto “To Become What We Can Be."	Workshop	Culturally Responsive Education

Indigenous Mobilization Team (IMT)

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27465	Indigenous Mobilization Team (IMT)	10:00 AM	10:45 AM	Wednesday	Crystal Sinclair (Cree Nation,Canada) Russ Jock (Mohawk nation,Canada) Theresa O'Connor (Metis Nation of Ontario,Canada) Darlene Kaboni ()				Indigenous Mobilization Team (IMT)	On November 22, 2016, the Ontario Public Service Employees Union (OPSEU) President Warren (Smokey) Thomas addressed First Nations Leaders from across Ontario and introduced the Indigenous Mobilizing Team (IMT), the latest OPSEU initiative to partner with First Nations communities. This initiative aims to build an effective and respectful partnership that will implement the 94 recommendations contained within the Truth and Reconciliation Commission of Canada: Calls to Action report and will hold the three levels of government and the people of Canada accountable. This presentation will review some of the Truth and Reconciliation recommendations and present practical ways that labour unions can implement them into their collective bargaining agreements and lobbying efforts.  Special attention will be given on methods used to mobilize Indigenous union members and help them to find their own voice, both within the union and the broader society. “The key to reconciliation is through education. It was education that created this mess through the schools, it’s education that will get us out of this in the long run,” stated Senator Murray Sinclair at the First Biennial OPSEU Indigenous Conference held in Cornwall, Ontario on September, 2016. Through education there can be healing and true reconciliation. Learn how our public service union members, the frontline workers that service Indigenous people, is spearheading reconciliation by ensuring recommendations are embedded within collective agreements.  They are not waiting for the three levels of governments to act, they  are proactively advancing the cause of justice for Indigenous people.	Workshop	Partnerships in Education

Ignite Session 1: Indigenous Knowledge & Ways of Knowing - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27761	Ignite Session 1: Indigenous Knowledge & Ways of Knowing	10:00 AM	10:22 AM	Wednesday	Why We're Beading in Your Meeting
27762	Ignite Session 1: Indigenous Knowledge & Ways of Knowing	10:22 AM	10:45 AM	Wednesday	Designing a Learning Space to Bridge Indigenous and Western Cultures Weaving Community, Team, and Student Voice in a 21st Century Indigenous Learning Space

Ignite Session 37: Culturally Responsive Education - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27866	Ignite Session 37: Culturally Responsive Education	10:00 AM	10:22 AM	Wednesday	Reddening the Ivory Tower': The Indigenization of the University
27867	Ignite Session 37: Culturally Responsive Education	10:22 AM	10:45 AM	Wednesday	Indigenizing our teaching: Teaching resilience

Ignite Session 38: Indigenous Knowledge & Ways of Knowing - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27869	Ignite Session 38: Indigenous Knowledge & Ways of Knowing	10:00 AM	10:22 AM	Wednesday	It Sometimes Speaks to Us: Decolonizing Education
27870	Ignite Session 38: Indigenous Knowledge & Ways of Knowing	10:22 AM	10:45 AM	Wednesday	"He Taonga, He koha, He Kura Pounamu" Supporting academic success and resilience in Maori students at the University of Otago.

Ignite Session 72: Health & Wellness - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27971	Ignite Session 72: Health & Wellness	10:00 AM	10:15 AM	Wednesday	Teaching Healing Through an Indigenous Language by Balancing Knowledge and Identity
27972	Ignite Session 72: Health & Wellness	10:15 AM	10:30 AM	Wednesday	Towards the Integration of Indigenous Health into Public Health Education
27973	Ignite Session 72: Health & Wellness	10:30 AM	10:45 AM	Wednesday	Painting the Path of Indigenous Resilience

Ignite Session 48: Innovations in Indigenous Education - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27899	Ignite Session 48: Innovations in Indigenous Education	10:00 AM	10:15 AM	Wednesday	'Ruralisation - Taking learning back to rural communities.
27900	Ignite Session 48: Innovations in Indigenous Education	10:15 AM	10:30 AM	Wednesday	Waru (Fire) - Keep the Campfire Burning
27901	Ignite Session 48: Innovations in Indigenous Education	10:30 AM	10:45 AM	Wednesday	Aboriginal Australian and Torres Strait Islander students’ experiences with embedding Indigenous knowledges in Primary schools

Ignite Session 62: Innovations in Indigenous Education - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27941	Ignite Session 62: Innovations in Indigenous Education	10:00 AM	10:22 AM	Wednesday	Strategies for Early and Family Literacy
27942	Ignite Session 62: Innovations in Indigenous Education	10:15 AM	10:30 AM	Wednesday	First Nations Provincial Spelling Bee (FNPSB)
27943	Ignite Session 62: Innovations in Indigenous Education	10:22 AM	10:45 AM	Wednesday	Expand library services for indigenous communities

Ignite Session 32: Culturally Responsive Education - Wednesday, July 26th - 10:00-10:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27851	Ignite Session 32: Culturally Responsive Education	10:00 AM	10:15 AM	Wednesday	Mura Gadi Indigenous Student Needs Project
27852	Ignite Session 32: Culturally Responsive Education	10:15 AM	10:30 AM	Wednesday	Maori Strategic Framework, A Plan for Institutional Transformation
27853	Ignite Session 32: Culturally Responsive Education	10:30 AM	10:45 AM	Wednesday	Native American Studies at the University of New Mexico: A Story on Indigenous Leadership and Community Building

SALTWATER ~ Monuk Gapu a Journey through Sea Country

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27503	SALTWATER ~ Monuk Gapu a Journey through Sea Country	10:00 AM	10:45 AM	Wednesday	Donna Carstens (Australian Aboriginal,Mununjali Clan group QLD) Helen Anu (Torres Strait Islander Australia,Torres Strait Islands QLD)				SALTWATER ~ Monuk Gapu a Journey through Sea Country	This workshop will focus on the 80 bark paintings held in our collection, the first works of art used as evidence in court that saw the Yolnu people win back the rites to their sea country in Arnhem Land. These works are significant as they where created to inform outsiders of cultural customs and laws after the desecration of a significant cultural site. The Bark Paintings mean a transgression of rules, as the paintings show secrets of their tribal spiritual language, signs and symbols and shows three generations of family members passing down knowledge highlighting Yolnu's ongoing resilience and maintenance of culture.	Workshop	Justice & Equity

FEATURE PRESENTATION: "Kiingitanga: The Untold Story"

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27712	FEATURE PRESENTATION: "Kiingitanga: The Untold Story"	10:00 AM	10:45 AM	Wednesday	Mamae Takerei (WAIKATO - TAINUI,Aotearoa New Zealand WAIKATO IWI - MAORI) Te Kahautu Maxwell ()			FEATURE PRESENTATION:	FEATURE PRESENTATION: "Kiingitanga: The Untold Story"	Kiingitanga, the untold story is about colonial greed for land, the betrayal of a friendship and the branding of a people as rebels to qualify the taking of land by force. This presentation unfolds the anguish, pain and suffering of the Kiingitanga to that of our kinsfolk across the world.	Workshop	Indigenous Knowledge & Ways of Knowing

Waiata Mai!

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28227	Waiata Mai!	10:00 AM	10:45 AM	Wednesday	Haani Huata (Aotearoa/Waikato-Maniapoto,Ngāti Kahungunu, Ngāti Porou, Te Arawa)				Waiata Mai!	This kauwhau (presentation) will examine the learning of waiata and haka (Māori song and dance), within the researcher’s community, ie a kapa haka (Māori Performance Group), as an enduring vehicle for the revitalisation of our language, te reo Māori.  It is through waiata and haka (Māori song and dance) that the language, and cultural knowledge can be transmitted, retained and maintained!  Whakarongo-TÄ«tiro-Kōrero (WTK-Listen-Look-Speak), in essence Oral transmission, was the main vehicle for inter-generational transmission of knowledge for Māori.It is through the unbending resilience of those in this Te Reo Māori speaking community that the language has flourished.	Workshop	Indigenous Languages

Whangai - second class treatment in 2017

Topic: Health & Wellness

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28355	Whangai - second class treatment in 2017	10:00 AM	10:45 AM	Wednesday	Payne Matiu (Aotearoa/New Zealand Maori)				Whangai - second class treatment in 2017	Whangai children face discrimination in health, education, and social services which others Maori children who are brought into a kin-adoption process that is a natural part of our culture. Whangai children are treated differently in Aotearoa society because of legislation that embraces mono-cultural (western European) ideas of adoption to the detriment of whangai practice. This has led to discriminating social impacts for whangai and incentivized approaches which conform to mono-cultural norms. Whangai however, is a fluid, open and mana enhancing practice that was meant to nurture and support kin-adoptions, not foster a lesser-class of children within our own culture.	Workshop	Health & Wellness

Transforming Relationships for Transformative Education

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28462	Transforming Relationships for Transformative Education	10:00 AM	10:45 AM	Wednesday	Graeme Mundine (Bundjalung,Australia)				Transforming Relationships for Transformative Education	In this workshop I draw on my experience of delivering professional education programs to teachers in the Catholic Education system in Australia. The programs highlight ways of connecting non-Indigenous people to increased understanding of their own worldviews in order to create a better understanding of, and relationship with, Aboriginal peoples. The programs focus on those things that connect us as human beings and nurture understanding in order to create change. They also connect participants with a deep spirituality which gives us greater insight into our relationship with the Creator as well as with each other.	Workshop	Public Education for Reconciliation

Resilience & Resistance: Control of Telling Our Own Stories

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28153	Resilience & Resistance: Control of Telling Our Own Stories	11:00 AM	11:45 AM	Wednesday			KEEPING THE FIRE: THE RESISTANCE AND RESILIENCE OF HEARTWORK
28154	Resilience & Resistance: Control of Telling Our Own Stories	11:00 AM	11:45 AM	Wednesday			Literature as a form of Resilience: a self-reflection

How Can We Create Pathways to Higher Education

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28097	How Can We Create Pathways to Higher Education	11:00 AM	11:45 AM	Wednesday			NYA:WEH Programs- Native Youth Advancement with Education in Hamilton at the Elementary and Secondary School levels
28098	How Can We Create Pathways to Higher Education	11:00 AM	11:45 AM	Wednesday			‘Creating Positive Pathways to higher education for Aboriginal and Torres Strait Islander people’

Māori pedagogical approaches to build resilience within Māori prisoners.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27595	Māori pedagogical approaches to build resilience within Māori prisoners.	11:00 AM	11:45 AM	Wednesday	Conny Huaki (Waikato, Ngati Mahuta, Ngati Porou,Aotearoa New Zealand)				Māori pedagogical approaches to build resilience within Māori prisoners.	Within New Zealand (Aotearoa) corrections Māori learners are over represented by 51%. To reduce reoffending by 25% by 2017’ an educational delivery framework was developed underpinned by ‘Māori pedagogical’ practices. The framework was developed by Conny Huaki in collaboration with her sister Melaina Huaki which was inspired by their mother Aroha Huaki based on a combined ‘learned’ experiences over many years within the education sector. The framework offers kaiako a flexible delivery approach, and offers tailored learning based on the learner goals, aspirations and strengths. The delivery methodology assists prisoners to build resilience and encourages their ability to cope and manage	Workshop	Culturally Responsive Education

Children's Savings Accounts: An Asset Building Tool to Promote Reconciliation and Level the Asset Building Playing Field

Topic: Business & Economics

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27591	Children's Savings Accounts: An Asset Building Tool to Promote Reconciliation and Level the Asset Building Playing Field	11:00 AM	11:45 AM	Wednesday	Christina (Christy) Finsel (United States of America)				Children's Savings Accounts: An Asset Building Tool to Promote Reconciliation and Level the Asset Building Playing Field	Christy Finsel (Osage), the Director of the Oklahoma Native Assets Coalition, Inc. (ONAC), will present about Native Children's Savings Account (CSAs) projects that are being implemented by ONAC and the coalition's tribal and Native nonprofit partners in the State of Oklahoma, in the U.S. The coalition is opening 570 CSAs for Native youth to support their educational and other asset building endeavors. ONAC will share the state of the field of Native CSAs, offer compelling research for CSAs in any community, provide printed information about Native CSA projects, facilitate conversation about similar savings programs, and explore ways in which you could offer similar programs at home.	Workshop	Business & Economics

The Mana Model - A Culturally Centred Tool for Positive Behaviour Change

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27537	The Mana Model - A Culturally Centred Tool for Positive Behaviour Change	11:00 AM	11:45 AM	Wednesday	Susan Ngawati Osborne (Ngati Hine, Ngapuhi,Aotearoa/New Zealand) Marcus Matawhero Lloyd (Nga Ariki Kaiputahi,Aotearoa/New Zealand)				The Mana Model - A Culturally Centred Tool for Positive Behaviour Change	Based on the MÄori concept of enhancing Mana (spiritual authority, inherent potential) this exciting tool highlights the MÄori Creation Story as the source of wise messages, examples and instructions for living harmoniously with all things on the earth. Like many creation stories, PapatuÄnuku (Earth Mother), Ranginui (Sky Father) and the Atua (Gods, Totems, Guardians and Deities) provide ancient and eternal values that focus on placing a story in people's minds to allow a perspective on what is happening in their own life. This presentation demonstrates how the Mana Model works in New Zealand Schools and the transformative impact it has had not only with Maori students and their families but with whole of school staff and students, curriculum and ethos.	Workshop	Indigenous Knowledge & Ways of Knowing

Aboriginal Education Officers: Working at the cultural interface in an Australian school context.

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27600	Aboriginal Education Officers: Working at the cultural interface in an Australian school context.	11:00 AM	11:45 AM	Wednesday	Danielle Armour (Australian Aboriginal)				Aboriginal Education Officers: Working at the cultural interface in an Australian school context.	The role of an Aboriginal Education Officer (AEO) is complex and is undertaken by Australian Aboriginal and Torres Strait Islander people in the school context. AEOs work at the cultural interface of both Indigenous and Western Knowledges. AEOs in this study suggested that they position themselves so they are able to create a safe space at the cultural interface of both Indigenous and Western knowledges. By creating a safe space to transport Indigenous knowledge AEOs strengthen the working relationships between Indigenous and non-Indigenous staff. By teaching Indigenous knowledges to non-Indigenous teachers AEOs found it easier to work with non-Indigenous teachers.	Workshop	Partnerships in Education

Collaboration and Connections: Online support and resources for Indigenous teachers

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27586	Collaboration and Connections: Online support and resources for Indigenous teachers	11:00 AM	11:45 AM	Wednesday	Artie Martin ()				Collaboration and Connections: Online support and resources for Indigenous teachers	Design | Media Arts is a media-based program where hands-on and online learning experiences collide with ideas and the creative process. Led by teachers who are supported by specially trained teaching artists/elders in the design of learning, students experience classroom instruction in new and powerful ways– where they are at the center of learning. Thought replaces memory regurgitation and emotional response and personal experience of students replaces a worksheet. In this workshop we will provide access to culturally appropriate online tools and resources to collaborate to build knowledge and understanding with peers from other parts of the world who are experiencing similar challenges while, incorporating their traditional languages. This platform connects with Indigenous Elders and artists through interactions in a virtual learning environment to explore relevant educational issues, curriculum and traditional indigenous values in a contemporary world."	Workshop	Arts

Sharing the story of the Indian Residential Schools

Topic: Teaching Indigenous Histories

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27594	Sharing the story of the Indian Residential Schools	11:00 AM	11:45 AM	Wednesday	Claudine Louis (Maskwacis Cree,Canada, Samson Cree First Nation)				Sharing the story of the Indian Residential Schools	Sharing the story of the Indian Residential Schools experience in Canada has been a huge focus of the presenters' educational journey over the past decade. During this time, there has been a wide reaction to the topic as expressed from various segments of the Indigenous and non-Indigenous communities. The purpose of the workshop is to share some major insights into the issues brought forward from these different segments about how to address, manage, and move the information in hopes of seeking reconciliation amongst Indigenous and non-Indigenous peoples in Canada.	Workshop	Teaching Indigenous Histories

First Cultures and School Cultures: The Interface of Partnerships

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27617	First Cultures and School Cultures: The Interface of Partnerships	11:00 AM	11:45 AM	Wednesday	Gina Milgate (Wiradjuri and Kamilaroi/Aboriginal Australian,Australia/Wiradjuri and Kamilaroi/Aboriginal Australian)				First Cultures and School Cultures: The Interface of Partnerships	This workshop will focus on core features of empowering school and community partnerships in relation to First Nations education and include a case study from Australia. The main topics will cover include school and community values, reconciliation, engagement and empowerment, cultural resource places, leadership, Eldership and relationships. Participants will work in small groups to apply the principles and actions from a partnership model to apply in their own schools, contexts and communities. The aim of the workshop is for participants to reflect and share knowledge and perspectives about partnerships and then enhance these by learning from others for implementation in their contexts.	Workshop	Partnerships in Education

RE-BUILDING OUR CHILDREN USING TRADITIONAL BLACKFOOT METHODOLOGIES

Topic: Child Welfare

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27564	RE-BUILDING OUR CHILDREN USING TRADITIONAL BLACKFOOT METHODOLOGIES	11:00 AM	11:45 AM	Wednesday	Kathy Iitoomawawka Yellowhorne-Breaker (Siksika/Piikanii First Nation,Canada) Stewart Apasoyis Breaker (Siksika First Nation,Canada)				RE-BUILDING OUR CHILDREN USING TRADITIONAL BLACKFOOT METHODOLOGIES	Kathy,BEd.MA and Stewart Breaker,BA are co-owners of "Weasel Tail Inc.", We have worked for Siksika Child Protection for 3 summers. We provide a program that is geared at helping children to re-connect with their Siksikaitsitapii ways of knowing. Children from 5 to 12 years of age come to our Farm for 6 weeks during the summer. The children are provided with Living skills, Cultural knowledge, Animal Therapy, Cooking, Farm work and Traditional practices. We give follow-up programs at Christmas and Spring Break. We merge mainstream and traditional healing practices to help build self awareness, self care and self esteem to the children in our program.	Workshop	Child Welfare

Te Whatu Kete Mātauranga: Weaving Māori and Pasifika infant and toddler theory and practice in early childhood education.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27473	Te Whatu Kete Mātauranga: Weaving Māori and Pasifika infant and toddler theory and practice in early childhood education.	11:00 AM	11:45 AM	Wednesday	Lesley Rameka (Maori,New Zealand) Ali Glasgow (Tahitian/ Cook Island,New Zealand)				Te Whatu Kete Mātauranga: Weaving Māori and Pasifika infant and toddler theory and practice in early childhood education.	This presentation will report on findings from a study aimed to support contextually located, culturally embedded infant and toddler provision in Māori and Pacific peoples early childhood services in Aotearoa, New Zealand. The first phase (2015) involved each of the six services, holding meetings with elders, families leaders in their community to collect stories about caregiving practices. The second phase (Dec 2015-March 2016) involved each service examining their stories to identify their research focus, questions and strategies, The third phase (2016) involves each service teams working to develop culturally responsive practices in their services.	Workshop	Culturally Responsive Education

Gurukul & Varna Vyavastha - Indigenous System of Personalisation and Socialisation of Education

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27474	Gurukul & Varna Vyavastha - Indigenous System of Personalisation and Socialisation of Education	11:00 AM	11:45 AM	Wednesday	Vikash Chandra (India) Alka Vikash (Adivasi Hindu,India)				Gurukul & Varna Vyavastha - Indigenous System of Personalisation and Socialisation of Education	Gurukul as an indigenous educational system was prevalent across the Indian sub-continent before British colonialism. It is personalised education according to guna (merit), karma and swabhav (character) that determine varna and corresponding ambit of roles and responsibilities in the society from small (kshudra) to big (brihad). Varna could change or remain the same over a lifetime. The social organisation based on varna called Varnashram Vyavastha is designed for the individual soul or atma to progress to higher level over one or several lifetimes. Ashram relates to stages of life. Together, it leads to high quality of life marked with good Health, Happiness, Harmony and rich Heritage.	Workshop	Indigenous Pedagogy

World Indigenous Research Alliance (WIRA): The Collective Potential of Global Indigenous Networks to Mediate and Moblilize Indigenous Educational Research and Development

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27356	World Indigenous Research Alliance (WIRA): The Collective Potential of Global Indigenous Networks to Mediate and Moblilize Indigenous Educational Research and Development	11:00 AM	11:45 AM	Wednesday	Paul Whitinui (Maori,New Zealand) Onowa McIvor (Cree,Canada) Boni Robinson (Kabi Kabi,Australia) Lindsay Morcom (Asnishinaabe,Canada) Kimo Cashman Kimo (University of Hawaii,Hawaiian) VerlieAnn Malina -Wright (Hawaiian,USA) Veroncia Arbon (Arabana,Australia) Frances Wyld (Martu,Australia) Line Kalak (Sami,Norway) Turoa Royal (Maori,New Zealand)				World Indigenous Research Alliance (WIRA): The Collective Potential of Global Indigenous Networks to Mediate and Moblilize Indigenous Educational Research and Development	The purpose of this workshop is threefold: 1) To highlight the key goals underpinning the work of the World Indigenous Research Alliance (WIRA; 2) To share the various research collaborations and accomplishments that have taken place over the past three-four years, and; 3) To engage with workshop participants about their experiences, challenges,and/or successes working internationally with Indigenous peoples.	Workshop	Indigenous Knowledge & Ways of Knowing

Examining the past, learning from the present, and reconceptualising the future: Resiliency and Reconciliation in Teacher Education

Topic: Teaching Indigenous Histories

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27385	Examining the past, learning from the present, and reconceptualising the future: Resiliency and Reconciliation in Teacher Education	11:00 AM	11:45 AM	Wednesday	Christine Martineau (Cree-Metis) Evelyn Steinhauer (Cree,Canada) Angela Wolfe (Cree,Canada) Gol Van Someren (Cree,Canada)				Examining the past, learning from the present, and reconceptualising the future: Resiliency and Reconciliation in Teacher Education	The Aboriginal Teacher Education Program (ATEP) seeks to increase the number of Aboriginal and non-Aboriginal teachers with an understanding of Aboriginal histories and perspectives. ATEP’s programming is embedded with an Indigenous worldview, utilizes land-based learning, is community based and relies on the wisdom of Elders to guide students to a place of understanding and resilience. We contend that the relationships that develop between students through the cohort are sites of reconciliation as, together, Aboriginal and non-Aboriginal people examine the past, learn from the present, and reconceptualise the future of education for Aboriginal peoples.	Workshop	Teaching Indigenous Histories

Aboriginal Knowledges, Cultural Objects and Universities

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27494	Aboriginal Knowledges, Cultural Objects and Universities	11:00 AM	11:45 AM	Wednesday	Caroline Spotswood (Tasmanian pakana Community,Tasmania/Australia) Delia Summers (Tasmanian pakana Community,Tasmania/Austrlia)				Aboriginal Knowledges, Cultural Objects and Universities	The conversation is about Aboriginal cultural property or Aboriginal art within universities. They are found in the nation’s universities, in their galleries and museums, hallways, and meeting rooms. The knowledges residing in the objects are not always in the control of the Aboriginal staff and students, but are alienated from them by reframing them as “art” and placing them in art collections that Aboriginal people have no authority over or engagement with. What is the role of Aboriginal custodians and best way for them to express cultural meaning within a university setting?	Workshop	Justice & Equity

Enduring confiscation of native lands in the new millenium

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27603	Enduring confiscation of native lands in the new millenium	11:00 AM	11:45 AM	Wednesday	Dione Payne (New Zealand Maori)				Enduring confiscation of native lands in the new millenium	Confiscating unproductive native land has been a stalwart of colonial policies, particularly in New Zealand. The idea of what constitutes productivity is imbued with western ideology that negates indigenous land utilisation to nourish and sustain our people. In New Zealand confiscating Māori land has been confined to the 19th century and reparations through a Tribunal to reconcile those wrongs continue to be undertaken. In reality however, government policy continues to harass the remaining land held by Māori. The notion of unproductive Māori land is now used as a means to access $8 billion of export earnings and promotes legislative confiscation that requires a new period of activism.	Workshop	Justice & Equity

The leadership potential of Maori women graduates in advancing whanau (family)

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27607	The leadership potential of Maori women graduates in advancing whanau (family)	11:00 AM	11:45 AM	Wednesday	Dorothy Hayes (Maori,New Zealand)				The leadership potential of Maori women graduates in advancing whanau (family)	Discussed will be a study that sought to identify the extent to which Wānanga education (Indigenous tertiary institution) at tertiary level has contributed to transforming the lives of seven Māori women graduates and their whānau (extended family). Also covered will be a consideration of the leadership potential of Māori women and the impacts of government and Wānanga policies on the ability of Māori women to contribute to whānau advancement. The largest demographic of students across all three wānanga are Māori women over the age of 40, and an in-depth study that includes this demographic provided specific insight into the impact of wānanga education for Māori.	Workshop	Culturally Responsive Education

Growing Resilience and Learning - Dharug women's way

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27546	Growing Resilience and Learning - Dharug women's way	11:00 AM	11:45 AM	Wednesday	Jo Anne Rey (Australia)				Growing Resilience and Learning - Dharug women's way	This workshop presents a research project underway in Australia involving the cultural and storying practices of seven Dharug women, custodial owners of the majority of Sydney basin. When 'Country' is predominantly a large globalised, cosmopolitan city and suburban space, it examines how relationships with Country (as place and storied space) can regenerate knowledge, culture and communal identity, provide opportunities for healing colonization-induced harm, and proposes such engagement can refocus mainstream educational curriculum in ways that also act as cultural practice opportunities that foster sustainability, de-centre human dominance, and re-centre non-human agencies.	Workshop	Indigenous Knowledge & Ways of Knowing

Ignite Session 2: Health & Wellness - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27763	Ignite Session 2: Health & Wellness	11:00 AM	11:22 AM	Wednesday	Live Lokahi: Infusing Native Hawaiian cultural perspectives into teaching and counseling of students through the utilization of Lokahi
27764	Ignite Session 2: Health & Wellness	11:22 AM	11:45 AM	Wednesday	Experiences of Running: One Dakelh Woman’s Message of Transformation and Resilience

Ignite Session 35: Culturally Responsive Education - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27860	Ignite Session 35: Culturally Responsive Education	11:00 AM	11:15 AM	Wednesday	Contested Spaces: Student experiences and Indigeneity within academia
27861	Ignite Session 35: Culturally Responsive Education	11:15 AM	11:30 AM	Wednesday	Kalahu: A Faculty Professional Development Seminar for Integrating Aina-based Curriculum
27862	Ignite Session 35: Culturally Responsive Education	11:30 AM	11:45 AM	Wednesday	Okea Ururoatia Reslience in a Kura Kaupapa setting

Ignite Session 39: Culturally Responsive Education - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27872	Ignite Session 39: Culturally Responsive Education	11:00 AM	11:15 AM	Wednesday	Mainstreaming, "whitestreaming", insecure work and impacts on Indigenous staff and knowledges in universities
27873	Ignite Session 39: Culturally Responsive Education	11:15 AM	11:30 AM	Wednesday	Relating with Indigenous Knowledge
27874	Ignite Session 39: Culturally Responsive Education	11:30 AM	11:45 AM	Wednesday	World Indigenous Nations University -Celebrating Ancestral Wisdom & Resilience in the 21st Century

Ignite Session 107: Information & Communications Technology - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28076	Ignite Session 107: Information & Communications Technology	11:00 AM	11:15 AM	Wednesday	Indigenous Youth Protectors Website Workshop
28077	Ignite Session 107: Information & Communications Technology	11:15 AM	11:30 AM	Wednesday	Partnering with First Nations and incorporating pedagogical innovations in technology-enabled graduate programming
28078	Ignite Session 107: Information & Communications Technology	11:30 AM	11:45 AM	Wednesday	Indigenous Makerspaces - Bridging Traditions and Technology

Ignite Session 40: Indigenous Pedagogy - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27875	Ignite Session 40: Indigenous Pedagogy	11:00 AM	11:15 AM	Wednesday	Takapau Whāriki: An Indigenous Pedagogy
27876	Ignite Session 40: Indigenous Pedagogy	11:15 AM	11:30 AM	Wednesday	"We Have Always Been Researchers": Indigenous Land Pedagogies
27877	Ignite Session 40: Indigenous Pedagogy	11:30 AM	11:45 AM	Wednesday	Two-way learning and teaching: creating "Landscapes of places; landscapes of the mind"

Ignite Session 24: Culturally Responsive Education - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27827	Ignite Session 24: Culturally Responsive Education	11:00 AM	11:15 AM	Wednesday	Australian Indigenous perspectives in school curriculum and workforce quality
27828	Ignite Session 24: Culturally Responsive Education	11:15 AM	11:30 AM	Wednesday	Martu Storytellers: Aboriginal Narratives within the Academy
27829	Ignite Session 24: Culturally Responsive Education	11:30 AM	11:45 AM	Wednesday	Promoting Indigenous Social Work practice & research across the Pacific

Ignite Session 56: Innovations in Indigenous Education - Wednesday, July 26th - 11:00-11:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27923	Ignite Session 56: Innovations in Indigenous Education	11:00 AM	11:15 AM	Wednesday	Indigenous voices in a K-12 archive
27924	Ignite Session 56: Innovations in Indigenous Education	11:15 AM	11:30 AM	Wednesday	Indspire's K-12 Institute - creating positive change in Indigenous education
27925	Ignite Session 56: Innovations in Indigenous Education	11:22 AM	11:45 AM	Wednesday	Peer Support: Educator Mentorship, a professional development e-mentoring opportunity for K-12 educators of Indigenous students.

Hawaiian Identity: Navigating Indigenous Education

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28371	Hawaiian Identity: Navigating Indigenous Education	11:00 AM	11:45 AM	Wednesday	Dr. Randie Kamuela Fong (Native Hawaiian,Hawaii, United States of America) Melehina Groves (Native Hawaiian,Hawai'i) Keʻala Kwan (Native Hawaiian,Hawai'i) Jamie Mililani Fong (Native Hawaiian,Hawai'i) Manu Boyd (Native Hawaiian,Hawai'i) Miala Leong (Native Hawaiian,Hawai'i) Lāiana Kānoa-Wong (Native Hawaiian,Hawai'i) Makaʻala Rawlins (Native Hawaiian,Hawai'i) Keoni Kelekolio (Native Hawaiian,Hawai'i)				Hawaiian Identity: Navigating Indigenous Education	Kamehameha Schools, a Native Hawaiian educational charitable trust founded in 1884, has made Hawaiian Identity a strategic catalyst for cultural and educational advancement and social change. The Hoʻokahua Cultural Vibrancy Group will present on two transformative strategies: 1) ʻŌlelo Kahua: Mandatory Hawaiian language/culture program required for over 2,000 teachers and staff, and 2) Worldwide Sail of Hōkūleʻa Canoe: Unifying Hawaiians and First Nations of Turtle Island. Attendees will learn how to develop a staff indigenous language program and will discuss dynamic video of student engagement in traditional welcome ceremonies from along the Eastern Seaboard and around the world.	Workshop	Indigenous Knowledge & Ways of Knowing

FEATURE PRESENTATION: "Riegádeapmi"

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28414	FEATURE PRESENTATION: "Riegádeapmi"	11:00 AM	11:45 AM	Wednesday	Stina Therese Lorås Hessaa (Sami-Norwegian )				FEATURE PRESENTATION: "Riegádeapmi"	Riegádeapmi is the Northern Sami word for «birth». The name is inspired by the experience of being born all over again, after discovering that you are not who you thought you were. Stina was born in a Norwegian family, not aware of her sami inheritance. The Sami people of norway, especially the Coastal Sami´s, have been continuously oppressed during the last 1000 years. And after all of the Costal Sami homes and villages was burned during the second world war, and the people were transferred to southern parts of Norway, most Coastal Sami people denied their culture, their language and background, and became Norwegians. Stinas grandmother was one of these people. First time she admitted to her children that she were a sami woman she was almost 80 years of age. Riegadeapmi is a short performance about rediscovering who you are, trying to find and reclaim a lost culture and about trying to find a long lost pride in being an indigenous woman. Riegadeapmi had its premiere at the New Delhi International Arts Festival in october 2016. Stina Therese Lorås Hessaa is a Sami-Norwegian artist exploring a physical and visual expression between performance art, dance and acting. Over the last years she’s been genuinely occupied by indigenous peoples rights and her own Coastal Sami background. Stina is educated as a dancer from the Ballet Academy of Gothenburgh, as an actress from NTNU (Norwegian University of science and Technology) and has an MA from the University of Agder.	Workshop	Arts

A Report Card of Progress: Indian Control of Indian Education 1972 to the Present

Topic: Governance

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28426	A Report Card of Progress: Indian Control of Indian Education 1972 to the Present	11:00 AM	11:45 AM	Wednesday	Lewis Debassige (Anishinaabe)				A Report Card of Progress: Indian Control of Indian Education 1972 to the Present	"Indian Control of Indian Education" was issued to the Government of Canada and the public on December 1972. This First Nations manifesto failed to secure required monies, thus condemning it to Prime Minister Pierre Trudeau's prophetic promise of "We'll keep them in the ghetto as long as they want." I will give this presentation in a storytelling fashion and touch on the challenges, failures and successes I have observed over the past forty-five years in my effort to secure commitment from Canada for the principles of "Indian Control of Indian Education." Perhaps Prime Minister Justin Trudeau will be more accommodating to realize those principles outlined therein.	Workshop	Governance

Reconciliation through Truth-telling: Decolonizing education through resilient, authentic relationships.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28430	Reconciliation through Truth-telling: Decolonizing education through resilient, authentic relationships.	11:00 AM	11:45 AM	Wednesday	Jonathan Lindsay-Tjapaltjarri Hermawan (Pintupi-Luritja ,Australia) Roma Aloisi (Australia)				Reconciliation through Truth-telling: Decolonizing education through resilient, authentic relationships.	The presentation interrogates discursive compositions of Australian Indigenous peoples through socio-historical truth-telling. Modelling authentic partnerships between Indigenous & non-Indigenous peoples, we investigate representations of the so-called Aboriginal ‘problem’ in Australian policy contexts. Transformative leadership is positioned as critical to attending to 21st Century Australian Reconciliation agendas. The discussion examines: constructions of cultural identities & associated impacts upon well-being & resilience; the role of educators as cultural & spiritual custodians; the development of culturally safe schooling environments & models of radical equity.	Workshop	Culturally Responsive Education

Narratives of building an Indigenous education activist identity

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28455	Narratives of building an Indigenous education activist identity	11:00 AM	11:45 AM	Wednesday	Katrina Thorpe (Australia)				Narratives of building an Indigenous education activist identity	Using narrative inquiry, my research investigated how preservice teacher life experience and engagement in Indigenous Studies influenced their emerging professional identity. Nine preservice teachers were interviewed during the final year of their teaching degree. Each pre-service teacher shared stories of learning experiences that created tensions alongside thoughts of hope and opportunity to ‘make a difference’ in Indigenous education. Their diverse stories have challenged me to consider how to support preservice teachers who are developing an Indigenous education activist identity. This presentation considers ways to nurture this developing identity during and beyond the teaching degree.	Workshop	Culturally Responsive Education

Reconciliation in Australian Early Childhood Education

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27379	Reconciliation in Australian Early Childhood Education	11:00 AM	11:45 AM	Wednesday	Denise Proud (Aboriginal Elder from Wakka-Wakka Country, Cherbourg, Queensland,Aboriginal Australian) Melinda Miller (Australian)				Reconciliation in Australian Early Childhood Education	This panel discussion highlights the work of the Early Childhood Australia (Queensland Branch) Reconciliation Committee. Comprising Aboriginal and non-Aboriginal members, the committee facilitates Reconciliation Forums for early childhood educators to support deeper understanding about Australian history, identity, racism, Reconciliation, and ways to embed Aboriginal and Torres Strait Islander perspectives in curricula. This work can be challenging given the majority of the teaching profession in Australia identifies as white and monolingual. In this session, committee members share their experiences of working with early childhood educators to develop preparedness for Reconciliation work.	Workshop	Culturally Responsive Education

Resilience of Youth in Hawaii

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28156	Resilience of Youth in Hawaii	01:00 PM	01:45 PM	Wednesday			Hulihia i Ke Ao o Nā Kama Lei Wahine i Hawaiʻi (Resilience of female youth in Hawaii)
28157	Resilience of Youth in Hawaii	01:00 PM	01:45 PM	Wednesday			Ka Huliau o na Koa Kane ʻŌpio i Hawaiʻi (Resilience of our male youth in Hawaii)

Resilience & Reconciliation in Education Institutions

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28150	Resilience & Reconciliation in Education Institutions	01:00 PM	01:45 PM	Wednesday			Two cousins, two roads, one destination.
28151	Resilience & Reconciliation in Education Institutions	01:00 PM	01:45 PM	Wednesday			Kia O ( belong)
28152	Resilience & Reconciliation in Education Institutions	01:00 PM	01:45 PM	Wednesday			Reconciliation in Post Secondary

Indigenous Art & Culture

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28106	Indigenous Art & Culture	01:00 PM	01:45 PM	Wednesday			The Renaissance of Indigenous Art and Culture
28107	Indigenous Art & Culture	01:00 PM	01:45 PM	Wednesday			Evoking Indigenous Artistic Practices and Pedagogies

A Celebration of Resilience - "The Raroera Way @ The Paa" - The Ultimate Indigenous Tertiary Student Support One-Stop Shop!

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27711	A Celebration of Resilience - "The Raroera Way @ The Paa" - The Ultimate Indigenous Tertiary Student Support One-Stop Shop!	01:00 PM	01:45 PM	Wednesday	Kameta Elaine Mamaeroa (Maaori,Aotearoa - Te Arawa, Ngati Ranginui, Te Whaanau a Apanui) Taiepa Te Arohanui Travis (Maaori,Aotearoa - Waikato, Tamakaimoana, Ngaati Whare, Ngaati Tuuwharetoa, Te Arawa, Ngaati Ruanui, Ngaat)				A Celebration of Resilience - "The Raroera Way @ The Paa" - The Ultimate Indigenous Tertiary Student Support One-Stop Shop!	In June 2016, the Waenga Takiwa Educational Support Department of Te Wānanga o Aotearoa initiated a conscientious move to enhance student support services across its territory. The institute itself experienced nation-wide reform and in an institute-first for WIPCE, two dynamic student advisors present insight-filled journeys and perspectives to distinctive service to a phenomenon termed Manaakitanga - that which is effulgently coherent in our understanding to give support and passage to all students, at every opportunity, to successfully achieve their journey of educational transformation. "If knowledge is power, then understanding is liberation." Napua McShane / Dr Manulani Meyer	Workshop	Culturally Responsive Education

Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27601	Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education	01:00 PM	01:45 PM	Wednesday	Deirdre Almeida (Lenni Lenape/Shawnee,United States/Lenni Lenape/Shawnee/Native American)				Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education	Presentation will focus on the newly defined issue within higher education referred to as Racial Battle Fatigue, from a Native American perspective. Racial Battle Fatigue (RBF) has developed as a mechanism to better understand the exacerbation felt by racially underrepresented groups as well as those engaged in race work. RFB is described as the physical and psychological toll taken due to constant and unceasing discrimination, microagressions and stereotype threats. This presentation will discuss the concept and examine how the “academy”, or higher education operates, with respect to RBF, with emphasis on the experiences of Native American faculty, staff and administrators in the U.S.	Workshop

Intergenerational success and kōhanga reo

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27623	Intergenerational success and kōhanga reo	01:00 PM	01:45 PM	Wednesday	Hoana McMillan (New Zealand)				Intergenerational success and kōhanga reo	Kōhanga reo emerged in New Zealand to help turn around the near loss of the Māori language arising out of colonially-imposed English only schooling. Some graduates of the first kōhanga reo have now returned with their own children. However, there has been little documentation tracking kōhanga reo graduates including the intergenerational transmission of the Māori language. This workshop is based on a doctoral research which examined the role of kōhanga reo in providing a Māori education to successive generations of children and included the interviews of five families across three generations. The pūrākau (a Māori narrative approach) of one of the families is presented in this workshop.	Workshop	Indigenous Languages

Transitioning Indigenous Youth from High School to University – A Māori perspective.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27614	Transitioning Indigenous Youth from High School to University – A Māori perspective.	01:00 PM	01:45 PM	Wednesday	Frank Edwards (Maori,New Zealand. Ngati Kahungunu, Tuhoe and Kai Tahu)				Transitioning Indigenous Youth from High School to University – A Māori perspective.	Te Huka Mātauraka is the heart of Māori student pastoral support at the University of Otago. Increasingly, Te Huka Mātauraka staff noticed that while there were pastoral, transitional and support service programmes that existed for students upon their arrival at University, there were very few programmes specifically for “local” students; those students who lived in the University region. The locals programme aims to recruit and retain Māori students by practicing Kaupapa Māori (Māori worldview) principles to ensure their success at University. An important concept of this is whakawhanaungatanga (relationship building)so this workshop is desgined to share some of these practices.	Workshop	Culturally Responsive Education

Revitalizing Ainu language in Japan: making language learning fun

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27388	Revitalizing Ainu language in Japan: making language learning fun	01:00 PM	01:45 PM	Wednesday	Sayo Kudo (Ainu,Japan) Kazumi Katayama (Ainu,Japan) Takayuki Okazaki (Japan) Jennifer Louise Teeter (US/Japan)				Revitalizing Ainu language in Japan: making language learning fun	With Japan's unilateral annexation of Ainu land, fundamental aspects of Ainu culture were banned. By establishing "Former Aboriginal schools", the government planned to Japanize Ainu, and instructed Ainu to speak Japanese, leading to the degeneration of Ainu language and culture, and also discrimination. However, Ainu are working to reverse this, though there are many barriers, both practical and personal. Through audience participation, we will share how we are working to pass on Ainu by making learning Ainu funwith illustrated card games, an Maori's Te Ataarangi with Ainu language, calendar and a kids' newspaper. We will also discuss how we aim to improve these materials and methods.	Workshop	Indigenous Languages

Organizing the Stars: Creating a Hawaiian Perspective in Stellarium

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27511	Organizing the Stars: Creating a Hawaiian Perspective in Stellarium	01:00 PM	01:45 PM	Wednesday	Darren Kamalu (Hawaiian) Jessica Kamalu (Hawaiian)				Organizing the Stars: Creating a Hawaiian Perspective in Stellarium	Inspired by the World Wide Voyage of the canoe Hokule`a, a celestial navigation course was introduced at Kamehameha Schools. As part of the curriculum, students were tasked with contributing to the open source program, Stellarium. They spent a semester inputting Hawaiian star names, drawing constellations and star lines, and providing a Hawaiian star compass landscape for reference. They also wrote their own `oli, or chants to help remember the stars in the star lines. Their contribution to Hawaiian navigation is significant in that it provides another means for students of navigation to learn about the Hawaiian sky. They will be presenting their work, and demonstrating it's use.	Workshop	Indigenous Knowledge & Ways of Knowing

Indigenous Australian Science and Infrastructure Development (SID) Winter School

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27432	Indigenous Australian Science and Infrastructure Development (SID) Winter School	01:00 PM	01:45 PM	Wednesday	Professor Anita Lee Hong () Hyland Jacob () Jade Hourigan-Scammell (Senior Indigenous Student Ambassador - SID Winter School,Aboriginal Australian)				Indigenous Australian Science and Infrastructure Development (SID) Winter School	The Indigenous Australian Science and Infrastructure Development (SID) Winter School is a joint initiative between the Oodgeroo Unit, Queensland University of Technology (QUT), WSP | Parsons Brinckerhoff (Australia/New Zealand) – led by the Brisbane Regional Office and other sponsors. The SID Winter School aims to increase access and participation in higher education for Aboriginal and Torres Strait Islander students. The five-day residential camp includes both on-campus and off-campus activities with a combination of team building and individual tasks. Students work closely with current Indigenous Student Ambassadors to develop a better understanding of life at university.	Workshop	Partnerships in Education

Overcoming marginalization in Australian schools

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27434	Overcoming marginalization in Australian schools	01:00 PM	01:45 PM	Wednesday	Erin Dougherty (Mamu/Australian,Australia/Mamu/Australian) Naomi Huxley (saltwater woman, Yanyuwa, Born in Australia. ,Australia/Australian)				Overcoming marginalization in Australian schools	ACU Equity Pathways is a federal government funded program. Our aim is to increase participation in higher education of Aboriginal and Torres Strait Islander students. We work with schools & communities to build capacity & provide access to educational opportunities which may lead to consideration of higher education. Indigenous students face many difficulties however often the biggest challenge they face is marginalization in education. Indigenous students regularly do not see their own culture valued in schools and the curriculum. This lack of value leads to high absenteeism and lack of engagement. It is often difficult to convince them that school is worthwhile.	Workshop	Justice & Equity

Pedagogy of Indigenous Health

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27427	Pedagogy of Indigenous Health	01:00 PM	01:45 PM	Wednesday	Angelina Pratt (Athabasca Chipewyan First Nation, Treaty 8,Canada) Betty Jean Bastien (Pikani Nation, Treaty 7,Canada) Geraldine Potts (Stony, treaty 6, Canada)				Pedagogy of Indigenous Health	Nechi Institute’s principles for indigenizing curriculum for community wellness is internationally recognised. This workshop is a response to the TRC Call to Action on affirming indigenous holistic health, and will focus on our interaction with the environment. Our understanding of who we are is interconnected with consciousness, space/land and health. We will apply the ancient knowledge of Indigenous holistic health for creating and restoring balance. It will demonstrate these relationships through the languages of Cree, Blackfoot and Denesuline. The workshop will share the practices for a community wellness curriculum and the process to revitalize indigenous education.	Workshop

Kūkulu Kānāwai i Ho‘oulu Lāhui: Reframing Existing Laws to Restore the People and Resources of the Hawaiian Nation

Topic: Nationhood & Sustainability

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27417	Kūkulu Kānāwai i Ho‘oulu Lāhui: Reframing Existing Laws to Restore the People and Resources of the Hawaiian Nation	01:00 PM	01:45 PM	Wednesday	Melody Kapilialoha MacKenzie (Native Hawaiian,Hawaiʻi/Kanaka Maoli) Dana Kapua‘ala Sproat (Native Hawaiian,Hawaiʻi/Kanaka Maoli) David Forman (Filipino,USA)				Kūkulu Kānāwai i Ho‘oulu Lāhui: Reframing Existing Laws to Restore the People and Resources of the Hawaiian Nation	This panel highlights emerging issues in Native Hawaiian law, focusing on the paths toward reestablishing self-governance, preserving traditional and customary access and gathering rights, and protecting Hawai‘i’s natural and cultural resources. It features the Kānaka Maoli (Native Hawaiians) role in confronting the truth, reconciling the past, and reframing existing laws to restore the Hawaiian nation’s people and resources. It will share our ongoing struggle for restorative justice through efforts to reestablish self-governance, preserve traditional and customary Native Hawaiian rights and practices, and advocate for Hawai'i’s precious water resources.	Workshop	Nationhood & Sustainability

Wajalkunba tjukurrba: Talking about our Dreamtime stories

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27416	Wajalkunba tjukurrba: Talking about our Dreamtime stories	01:00 PM	01:45 PM	Wednesday	Lena Long (Martu,Australia) Rita Cutter (Martu,Australia) David Broun (Australia)				Wajalkunba tjukurrba: Talking about our Dreamtime stories	“We teach walybala (whitefellas) what gone on before. We like to share our wangka (language) to anyone who wants to listen. How we teach our tjapukatja (young people) is how we bin learn. They learn from us. They are martukatja (Martu people). We teach them in Martu and English as we want them to learn both ways.”The Science Pathways program in Wiluna Remote Community School is a partnership between elders, school, rangers and scientists to develop an integrated two-way science teaching and learning program. The program uses on-country projects to facilitate experiential learning and integrate traditional ecological knowledge, language and science in the curriculum.	Workshop	Partnerships in Education

ʻIke ʻĀina: Integrating ancestral knowledge with western academics

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27407	ʻIke ʻĀina: Integrating ancestral knowledge with western academics	01:00 PM	01:45 PM	Wednesday	Kuuleianuhea Awo-Chun (Native Hawaiian,Hawaii) Kristi Desuacido (Hawaii) Brandon Bunag (Native Hawaiian,Hawaiʻi)				ʻIke ʻĀina: Integrating ancestral knowledge with western academics	Hālau Kū Mana (HKM), a Hawaiian-Focused public charter school, integrates ancestral knowledge with western academics to innovate by being grounded in the past. As the pressures of Western colonialism oppress indigenous ways of knowing and doing, HKM has created a model of education that is culturally appropriate while also academically rigorous. In this presentation, you will: o Learn about how HKM uses place-based learning to build native identity o See collaboration with community organizations at the loʻi (taro patch), loko iʻa (fishpond), and waʻa (canoe) o Walk through the process of planning place-based projects o Leave with worksheets to help plan your own place-based project	Workshop	Culturally Responsive Education

Reclaiming the 3Rs: Resistance, Resilience and Reconciliation.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27399	Reclaiming the 3Rs: Resistance, Resilience and Reconciliation.	01:00 PM	01:45 PM	Wednesday	Rewa Paewai (Rangitane o Tamaki nui a Rua) Sharron Fabish (Te Whānau a Apanui,New Zealand) Lisa Watson (Ngati Wai,New Zealand) Ruth Snowden (Ngati Whatua, Te Rarawa,New Zealand)				Reclaiming the 3Rs: Resistance, Resilience and Reconciliation.	We are Māori women professional development (PD) facilitators implementing the New Zealand education strategy ‘Māori enjoying education success as Māori’ in English medium schools. In this interactive presentation, we will examine the nature of: Resistance (encountered when delivering indigenous-focused PD); Resilience (required to challenge underlying assumptions and not be discouraged); and, Reconciliation (the shift that occurs when non indigenous educators begin to recognise the relevance of culturally responsive practices). We will present the tools, resources and strategies we utilise to overcome resistance and invite the audience to share their experiences and strategies.	Workshop	Culturally Responsive Education

He Waka Tauihu e Pareparea Ana - Maori Land Navigation Programme Our Land, Our Home!

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27398	He Waka Tauihu e Pareparea Ana - Maori Land Navigation Programme Our Land, Our Home!	01:00 PM	01:45 PM	Wednesday	Joanne Leah Walters (New Zealand Maori) Piripi Reihana - Ruka (Navigator for Maori Land Programme,Aotearoa - New Zealand) Calvin Devine () Myrene Rakete ()				He Waka Tauihu e Pareparea Ana - Maori Land Navigation Programme Our Land, Our Home!	He Waka Tauihu e Pareparea Ana - Maori Land Navigation Programme A programme designed and delivered for the purpose of assisting Maori whanau, families in navigating the Maori Land Court processes. Court terminology and processes are taught to our people based on kaupapa Maori teaching and delivery. The programme is also designed to re-introduce, re-engage whanau with their whenua-land, whakapapa-geneology, reo-language and narratives, histories found within the Maori land Court records. The Maori Land Court is the land system that administrates, presides over Maori land. It has recorded all Court hearings, court applications, submissions, that date back to 1860.	Workshop	Culturally Responsive Education

"Taking the Leap to Tertiary Education - A Perspective from Australian Indigenous Students."

Topic: Lifelong Learning

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27441	"Taking the Leap to Tertiary Education - A Perspective from Australian Indigenous Students."	01:00 PM	01:45 PM	Wednesday	Samuel Brazel (Indigenous Australian, Tribe- Anaiwan/Nganyaywana,Australia) Brittany Coe (Indigenous Australian,Tribe- Wiradjuri) Liam Coe (Indigenous Australian,Tribe- Wiradjuri)				"Taking the Leap to Tertiary Education - A Perspective from Australian Indigenous Students."	We are apart of the future generation that wants to be known for our contribution to our communities. A first-hand student insight into how Indigenous student leadership and responsibility to community can create an environment that helps to shape resilient, successful and educated Indigenous leaders.The purpose of this presentation is to give an overview of the current situation for Indigenous students in tertiary education in Australia. Sharing our stories, experiences, and knowledge as students. Hear and see our learnings and how we plan to increase the number of Indigenous students graduating from secondary and tertiary education.	Workshop	Lifelong Learning

YOKAYI WAARBINY WER MALAYIN DJIN-DJIN (Celebrate Art and Cultural Spirit)

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27426	YOKAYI WAARBINY WER MALAYIN DJIN-DJIN (Celebrate Art and Cultural Spirit)	01:00 PM	01:45 PM	Wednesday	Colleen Hayward (Noongar,Aboriginal Australian) Julia Morris () Geoffrey Lummis ()				YOKAYI WAARBINY WER MALAYIN DJIN-DJIN (Celebrate Art and Cultural Spirit)	This presentation discusses the journey of a group of high school female Aboriginal students who held a public art exhibition in Western Australia as part of a collaborative community partnership. The project was designed to enhance the students’ sense of community and self-efficacy, through teaching techniques in ceramics, printmaking and painting. New projections of Aboriginality emerged, with the students expressing topography and self – key themes of the public exhibition. The project transformed a group of students with low self-efficacy and doubts of retention and achievement at school into artists who celebrated their collective worth with family, elders and community leaders.	Workshop	Arts

Empowered Women Empower Others

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27571	Empowered Women Empower Others	01:00 PM	01:45 PM	Wednesday	Ariana Paul (Ngapuhi, Ngati Maniapoto, Ngati Tuwharetoa,New Zealand) Tuihana Ohia (New Zealand)				Empowered Women Empower Others	Women living in the 21st Century face pressures of work-life balance which can lead to poor health and wellbeing. This workshop explores truths of women's health challenges and how we can reconcile with these truths. We discuss our engagement with people of Aotearoa and how hauora/health and wellbeing dimensions have transformed lives to bring significant change. We will also discuss our wholistic women's leadership programme, Whole Haumanu, and our vision for developing and empowering resilient women to achieve wellness and balance in their lives. We will share tips that can be immediately adopted to improve Hauora, have you moving and ignite your Hauora.	Workshop

Ignite Session 42: Indigenous Pedagogy - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27881	Ignite Session 42: Indigenous Pedagogy	01:00 PM	01:15 PM	Wednesday	Whangaroatanga - I am Whangaroa
27882	Ignite Session 42: Indigenous Pedagogy	01:15 PM	01:30 PM	Wednesday	"Ako"and the indigenous-international student. The place of indigenous pedagogies in international education in Aotearoa New Zealand
27883	Ignite Session 42: Indigenous Pedagogy	01:30 PM	01:45 PM	Wednesday	"Reconciliation through Education"

Ignite Session 88: Indigenous Pedagogy - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28019	Ignite Session 88: Indigenous Pedagogy	01:00 PM	01:15 PM	Wednesday	Seeking a Pedagogy of Difference for Australia's Aboriginal and Torres Strait Islander Students and the Communities They Represent
28020	Ignite Session 88: Indigenous Pedagogy	01:15 PM	01:30 PM	Wednesday	Beyond Black and White: how students experience learning in Indigenous Studies.
28021	Ignite Session 88: Indigenous Pedagogy	01:30 PM	01:45 PM	Wednesday	He Korowai Mana Ke – Empowering Futures: An indigenous Maori pedagogy to reconcile Maori student academic and social success within the knowledge power structures that govern tertiary education

Ignite Session 58: Indigenous Languages - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27929	Ignite Session 58: Indigenous Languages	01:00 PM	01:15 PM	Wednesday	A Case Study of Indigenous Outdoor Experiential Teaching in Taiwan
27930	Ignite Session 58: Indigenous Languages	01:15 PM	01:30 PM	Wednesday	Ko te kai a te rangatira he kōrero: Restoring Māori Literacy Narratives to Create Contemporary Stories of Success
27931	Ignite Session 58: Indigenous Languages	01:30 PM	01:45 PM	Wednesday	Electronic language toolkit for second language learners.

Ignite Session 60: Innovations in Indigenous Education - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27935	Ignite Session 60: Innovations in Indigenous Education	01:00 PM	01:15 PM	Wednesday	Thinking BIG: Two years as Chair of Association of Pasifika Staff in Tertiary Education (APSTE) in Aotearoa/New Zealand.
27936	Ignite Session 60: Innovations in Indigenous Education	01:15 PM	01:30 PM	Wednesday	Leadership through Learning
27937	Ignite Session 60: Innovations in Indigenous Education	01:30 PM	01:45 PM	Wednesday	The resilience of indigenous educational leadership: leading from adversity

Ignite Session 86: Culturally Responsive Education - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28013	Ignite Session 86: Culturally Responsive Education	01:00 PM	01:15 PM	Wednesday	Encouraging "best practice" for Māori Student Success in the Faculty of Arts and Social Sciences at the University of Waikato, New Zealand
28014	Ignite Session 86: Culturally Responsive Education	01:15 PM	01:30 PM	Wednesday	Deepening our Collective Understanding: Redefining success for Aboriginal University Students
28015	Ignite Session 86: Culturally Responsive Education	01:30 PM	01:45 PM	Wednesday	"I want to be My self". Exploring the Roles of Self-beliefs, Educational Resilience and Identity for Māori Student Success as Māori.

Ignite Session 92: Culturally Responsive Education - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28031	Ignite Session 92: Culturally Responsive Education	01:00 PM	01:15 PM	Wednesday	The success of Indigenous students at the Australian National University
28032	Ignite Session 92: Culturally Responsive Education	01:15 PM	01:30 PM	Wednesday	Koko'o Lale: A vessel of support and encouragement
28033	Ignite Session 92: Culturally Responsive Education	01:30 PM	01:45 PM	Wednesday	Strength in numbers!

Ignite Session 50: Innovations in Indigenous Education - Wednesday, July 26th - 13:00-13:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27906	Ignite Session 50: Innovations in Indigenous Education	01:15 PM	01:30 PM	Wednesday	Rock Solid Foundations: Celebrating Indigenous Alumni

Wii Gaay (Clever Child 8-12 year old) Warraymalaya (Standing Together 14-18 year old) Learning Hubs for Education, Culture and Faith Power!!!

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28341	Wii Gaay (Clever Child 8-12 year old) Warraymalaya (Standing Together 14-18 year old) Learning Hubs for Education, Culture and Faith Power!!!	01:00 PM	01:45 PM	Wednesday	Sharon Cooke (Aboriginal people of Australia,Ngemba Weilwan Nation Brewarrina NSW Australia) Lee Herden (Aboriginal people of Australia,Ngemba Weilwan Nation Brewarrina NSW Australia) Catherine Taylor (Aboriginal people of Australia,Ngemba Weilwan Nation Brewarrina NSW Australia)				Wii Gaay (Clever Child 8-12 year old) Warraymalaya (Standing Together 14-18 year old) Learning Hubs for Education, Culture and Faith Power!!!	We will explore the importance of cultural awareness and spiritual selfefficacy as a vehicle to support educational change in a western system of educational learning for Aboriginal and Torres Strait Islander students in the Armidale Diocese in North West NSW Australia.We will also show how love and faith become the driver of that vehicle toward educational power.The Armidale Diocesan system of schools integrate an understanding of traditional spiritual beliefs/faith and the Christian love of Christ within ATSI cultural programs to work towards self-efficacy & high educational excellence for ATSI people.	Workshop	Culturally Responsive Education

Controlling a transformation of an Indigenous Culture into a Sustainable Tourism Currency

Topic: Nationhood & Sustainability

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28376	Controlling a transformation of an Indigenous Culture into a Sustainable Tourism Currency	01:00 PM	01:45 PM	Wednesday	Ashley Reed Puriri (Ngati Kahungunu, Ngati Rongomaiwahine, Ngati Porou, Tuwharetoa,New Zealand)				Controlling a transformation of an Indigenous Culture into a Sustainable Tourism Currency	This paper discusses controlling the transformation process of an Indigenous culture into a sustainable tourism currency by identifying cultural underpinnings when developing a distinctive cultural tourism experience. Identifying cultural values through a case study of a Māori Whānau developing a cultural tourism experience in New Zealand. Cultural controllers manage the way indigenous people moderate their tourism development. Whakapapa is a crucial cultural method and value applied by Indigenous Elders when managing and directing the development of a Maori tourism development. A cultural paradigm provides a framework for understanding the levels of cultural significance	Workshop	Nationhood & Sustainability

Experiential Learning with Indigenous Teacher Candidates

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28456	Experiential Learning with Indigenous Teacher Candidates	01:00 PM	01:45 PM	Wednesday	Veronica Stewart (Cree Metis,Canada) Bente Huntley (Cree Metis,Canada) Ysabel Gallegos (Cree Metis,Canada) Cooper Skjeie (Cree Metis,Canada) Amanda Nelson (Cree Metis,Canada)				Experiential Learning with Indigenous Teacher Candidates	With an emphasis on Indigenous Studies, Indigenous Pedagogy, and Cultural Knowledge, Saskatchewan Urban Native Teacher Education Program (SUNTEP) teacher candidates in Prince Albert participate in cultural camps, cultural events, and Indigenous centered courses. Students can opt to participate in a Cultural Committee, Cultural ceremonies, and have access to Elders and Knowledge Keepers throughout the program. By immersing teaching candidates in Indigenous pedagogy and ways of knowing, they become mentors in their schools, integrating Indigenous knowledge and teaching methods. This presentation will share the methods and student impact of the program from faculty and student perspectives.	Workshop	Culturally Responsive Education

adult language programs

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28087	adult language programs	02:00 PM	02:45 PM	Wednesday			Redefining Success for Indigenous Language Programming - A Kincentric Approach
28088	adult language programs	02:00 PM	02:45 PM	Wednesday			Reflections on Adult Immersion for Language Revitalization

Story Telling: Another Side to Maori Men's Health and Wellbeing

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27677	Story Telling: Another Side to Maori Men's Health and Wellbeing	02:00 PM	02:45 PM	Wednesday	Pita Shelford (Maori,Te Rarawa (Tribe), New Zealand)				Story Telling: Another Side to Maori Men's Health and Wellbeing	This presentation is drawn from a study that seeks to understand how different generations of Māori men view, experience and learn about health and wellbeing. Māori men are over represented in New Zealand health statistics disproportionate to the total population; this is just one side of the story. I take the view that there is an alternative story to the “poor health stats” of Maori men. I will tell my story of collecting an alternative story and share my experience of integrating two different worlds to get there; the Western academic world and the Māori world.	Workshop

Pen Pal Project-Neighbouring Communities

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27560	Pen Pal Project-Neighbouring Communities	02:00 PM	02:45 PM	Wednesday	Suzie Miller (Six Nations of the Grand River Territory,Canada/Mohawk Nation-Six Nations) Scot Cooper (Six Nations of the Grand River Territory,Canada)				Pen Pal Project-Neighbouring Communities	The Pen Pal Project is a grassroots community initiative that was started by a teacher from Six Nations of the Grand River Territory in 2006. She reached out from her Grade 3/4 class at Six Nations and invited a Grade 3/4 class from Caledonia (a neighbouring community) to write letters to each other. This gesture was rooted in peace and understanding after a Land Claim dispute erupted into community conflict, violence and media mis-representation. Realizing that there was a lack of education and knowledge in the area of Treaty Agreements and the true history of Canada, the teacher simply wanted the children to understand the value of their relationships. In 2016, 2500 students participated.	Workshop	Public Education for Reconciliation

Urupū ki te ara – dedicated to the journey: The return journey of the tribes Ngāti Unu and Ngāti Kahu to tribal cultural prosperity.

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27615	Urupū ki te ara – dedicated to the journey: The return journey of the tribes Ngāti Unu and Ngāti Kahu to tribal cultural prosperity.	02:00 PM	02:45 PM	Wednesday	Gary Shane Te Ruki (Māori,Aotearoa New Zealand)				Urupū ki te ara – dedicated to the journey: The return journey of the tribes Ngāti Unu and Ngāti Kahu to tribal cultural prosperity.	The return journey of the tribes Ngāti Unu and Ngāti Kahu to tribal cultural prosperity after a 150 years of oppressive and intentional colonisation of Aotearoa New Zealand began in 1998 and raised the question: Is the return journey to tribal cultural prosperity possible when those on that journey carry a virus load of colonisation whose symptoms work against tribal cultural prosperity, its preservation, retention, and growth? This presentation explores the challenge of purging the virus ‘colonisation’, and its pervasive influence within the present and future generations. Traditional practices have helped to mitigate some of the symptoms of colonisation. Where is the anti-virus?	Workshop	Indigenous Knowledge & Ways of Knowing

Decolonizing Chases Indigenizing – Haudenosaunee Efforts at Reclaiming Authenticity

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27554	Decolonizing Chases Indigenizing – Haudenosaunee Efforts at Reclaiming Authenticity	02:00 PM	02:45 PM	Wednesday	Robert Antone (Oneida nation,Canada) Richard Hill (Tuscarora nation)				Decolonizing Chases Indigenizing – Haudenosaunee Efforts at Reclaiming Authenticity	Since December 2012 the Grand Council of the Haudenosaunee (Six Nations Iroquois Confederacy) has taken a position to offer their communities educational awareness of colonization during the Recital of their ancient teachings of democratic peacemaking, the Great Law of Peace. From the summer of 2013 a Recital has been conducted in a different Haudenosaunee community each year. Each Recital began with a review of the colonial history that has committed genocide and in some cases marginalized cultural knowledge. This is important step in gaining a community wide understanding of intergenerational trauma, oppression, genocide, land theft, residential schools, and doctrine of discovery. Gaining greater knowledge and understanding removes the yoke of oppression. The challenge then is to seek the Indigenous sovereignty that can be real through revitalizing ancient knowledge in a transformative way that brings these teachings into a contemporary reality by indigenizing of foundational narratives that insert new life into Haudenosaunee culture amidst the mainstream chaos. Through the use of clan discussion groups, history and cultural knowledge are immersed in a dialogue across generations seeking new ways to understand creeds, values, philosophies, natural law, and familial teachings. The importance of sharing in clans allows all voices to owe the desire of original knowledge increasing the movement towards an indigenization of identity. This workshop will provide a narrative of the importance of combining a real review of the invasion and its outcomes with original knowledge in a way that demystifies cultural movement towards an enlightened future.	Workshop	Indigenous Knowledge & Ways of Knowing

Reconciling Indigenous and Western Ways in the Learning Lodge

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27541	Reconciling Indigenous and Western Ways in the Learning Lodge	02:00 PM	02:45 PM	Wednesday	Rose Thater Braan-Imai (Tuscarora,USA) Melissa Nelson (Turtle Mountain Anishinaabe,United States)				Reconciling Indigenous and Western Ways in the Learning Lodge	Native youth need a reflection of themselves in an education system that does not recognize their worldviews and learning processes as valid. Can Indigenous transmission of knowledge occur within a western education system? What are the conditions that allow it or what are the obstacles that prevent it? Are there ways in which we are complicit in the devaluing of Native ways of learning? This workshop presents Native peoples as gifted learners who use their bi-cognitive abilities to contribute sophisticated thinking, creative ideas, and pragmatic solutions. Such realizations and experiences restore the sense of belonging and foster the reconciliation of Native and Western worldviews.	Workshop	Culturally Responsive Education

Conversaciones con mi sangre

Topic: Teaching Indigenous Histories

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27584	Conversaciones con mi sangre	02:00 PM	02:45 PM	Wednesday	Anna-Maria Bribiesca (Mexico,Mexico) Moarikura Sandria Johnson (Maori,Aotearoa New Zealand)				Conversaciones con mi sangre	Through discussions of my Masters of Education thesis, Conversaciones con mi sangre, the participants will learn how I presented to the University of Auckland, Aotearoa, my experience and research of teaching through indigenous perspectives. Workshop participants will also acquire strategies of how to navigate around Western education systems and their pedagogies that discourage the transmission of indigenous intergenerational knowledge. The desire to convey in our research our culturally relevant knowledge discourses - that truly express our indigenous ways of knowing - can be achieved through the methodology of auto-ethnography. This qualitative method of research allows indigenous subjects of inquiry to speak for themselves. This sharing will open dialogue that will not only discuss the perceived successes but also the limitations, challenges and ways of resolving potential issues that could arise within indigenous students’ research. The workshop will finish with a brief address on another indigenous mode of transmission of intergenerational knowledge: purakau.	Workshop	Teaching Indigenous Histories

A Two Roads Approach to Indigenous Knowledge and Research

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27428	A Two Roads Approach to Indigenous Knowledge and Research	02:00 PM	02:45 PM	Wednesday	Tanis Hill (Mohawk,Canada) Taylor Gibson (Mohawk,Canada) Heather George (Mohawk,Canada)				A Two Roads Approach to Indigenous Knowledge and Research	Deyohaha:ge: works from a community-driven approach to collaborate with academic institutions and organizations in building a place for Indigenous ways of knowing, learning and information gathering and sharing. This presentation will focus on best practices and challenges encountered through various projects that have been undertaken to facilitate inter-community dialogues and knowledge building through an overview of current and past projects that include reinterpretation of archival records, collections database development, language recording, youth programming, webinars and seminars, curriculum development, and the Indigenous Knowledge Guardian recognition program.	Workshop	Innovations in Indigenous Education

WINHEC- Indigenous Land-based Education

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27429	WINHEC- Indigenous Land-based Education	02:00 PM	02:45 PM	Wednesday	Peter Hanohano (Hawaii) Inger Marie Nilut (Sami) Elisabeth Utsi Gaup (Sami,Norway)				WINHEC- Indigenous Land-based Education	What are indigenous communities offering as land-based educative opportunities? This workshop give us space for encouraging ourselves to communicate and articulate the interconnectedness we have to our land and go further with designing curriculums and protect the customary use of our land resources in accordance with traditional practices. Land-Based Education in different environments helps enhance taking care of the culture values and our languages, as well as our connection to the land. We will recognize our ways of knowing the land, how our stories, music, the vocabulary and skills are a part of that.	Workshop	Innovations in Indigenous Education

Inuksuk: Sharing Experiences of Nunavut - development of an interactive eBook

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27433	Inuksuk: Sharing Experiences of Nunavut - development of an interactive eBook	02:00 PM	02:45 PM	Wednesday	Mary Ellen Gucciardi (Nurraq Outfitting,Canadian) James Flaherty (Nurraq Outfitting,Canadian)				Inuksuk: Sharing Experiences of Nunavut - development of an interactive eBook	In an effort to bridge the gap between north and south, the Dufferin-Peel Catholic District School Board made a commitment five years ago to learn about Inuit culture and it has evolved into a passion and a privilege that we are still nurturing. Both students and educators have had several opportunities to travel from the south to visit Nunavut and experience a first-hand glimpse of the northern landscape, the people and culture. We have compiled experiences from several learning excursions to the Arctic and created an iBook, Inuksuk: Sharing Experiences of Nunavut, which focuses on what we have learned, relationships we have formed and knowledge acquired about Inuit culture.	Workshop	Innovations in Indigenous Education

Konthahonninoron (They make a precious road) Finding Homeplace in Indigenous Women's Literature

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27631	Konthahonninoron (They make a precious road) Finding Homeplace in Indigenous Women's Literature	02:00 PM	02:45 PM	Wednesday	Jennifer Brant ()				Konthahonninoron (They make a precious road) Finding Homeplace in Indigenous Women's Literature	This workshop shares a unique pedagogical approach based on Indigenous maternal teachings. Indigenous women’s literature will be presented as a site of “homeplace” (bell Hooks, 2007)connected to an understanding of maternal essence and cultural continuity. This Indigenous understanding of "homeplace" moves beyond a site of resistance and is presented as a source of strength that inspires resilience and connects the past, present, and future. Within this context, the classroom becomes a safe space for cross-cultural and emotionally charged dialogue. It is also a site for transformative learning that promotes compassion and empathy between Indigenous and non-Indigenous learners.	Workshop	Indigenous Pedagogy

Mana Mokopuna: From Waharoa to Wahakura. Applications of Raranga and Tikanga Pa Harakeke for the Protection of Papatuanuku (Earth Mother) and Mokopuna.

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27697	Mana Mokopuna: From Waharoa to Wahakura. Applications of Raranga and Tikanga Pa Harakeke for the Protection of Papatuanuku (Earth Mother) and Mokopuna.	02:00 PM	02:45 PM	Wednesday	Tanya White (Ngāti Whātua, Ngāti Hine, Ngāti Maniapoto)				Mana Mokopuna: From Waharoa to Wahakura. Applications of Raranga and Tikanga Pa Harakeke for the Protection of Papatuanuku (Earth Mother) and Mokopuna.	This workshop speaks about raranga (weaving) epistemology. It acknowledges raranga and tikanga pa harakeke (sustainable practices) as points of access to a specific way of knowing and being that is Maori. Mokopuna (young children), or rito, are at the heart of the matter. They are seeds of divine order, sown in Rangiatea, the ancient homeland. E kore e ngaro, he kakano ahau i ruia mai no Rangiatea.	Workshop	Indigenous Knowledge & Ways of Knowing

Geo/ Temporal Tagging: Skaru:re' Youth Strengthening Skills in Cultural Resurgence Through Locative Media

Topic: Information & Communications Technology

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27575	Geo/ Temporal Tagging: Skaru:re' Youth Strengthening Skills in Cultural Resurgence Through Locative Media	02:00 PM	02:45 PM	Wednesday	Mia McKie (Tuscarora Nation, Turtle Clan,Tuscarora Nation, Haudenosaunee Confederacy) Waylon Wilson (Tuscarora Nation, Deer Clan,Tuscarora Nation, Haudenosaunee Confederacy)				Geo/ Temporal Tagging: Skaru:re' Youth Strengthening Skills in Cultural Resurgence Through Locative Media	The Skaru:re Youth Initiative empowers teenagers from the Tuscarora Nation with our traditional knowledge in order to strengthen community and the Haudenosaunee Confederacy through the development of multi-media skills. Our workshop demonstrates how we use technology as a medium in multi-generational engagement and cultural resurgence, while building essential skills for Tuscarora youth. The locative aspect of mobile apps enables our teens to connect to our lands through the new media of place-based storytelling. The process of creating a mobile app within our community engages and bridges generational divisions and is encouraging the development of more cultural-learning mobile applications	Workshop	Information & Communications Technology

Saint Elizabeth First Nations, Inuit and Metis Program, Responding to the Unique Education Needs of Indigenous Communities

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27606	Saint Elizabeth First Nations, Inuit and Metis Program, Responding to the Unique Education Needs of Indigenous Communities	02:00 PM	02:45 PM	Wednesday	Doris Warner (First Nations, Inuit and Métis Program,Canada)				Saint Elizabeth First Nations, Inuit and Metis Program, Responding to the Unique Education Needs of Indigenous Communities	We are an innovative team that works in partnership with more than 500 Indigenous communities and organizations across Canada to positively impact health and wellbeing at the local level. Our work is focused on providing virtual education at no cost to health care providers working in First Nation communities, conducting action-based research to help understand and address gaps and barriers to care, and mobilizing knowledge exchange and community-driven approaches to health and well-being. We developed 13 online courses with and for First Nations; over 2,400 health care providers have completed our courses, with more than 9,600 hours of learning last year alone.	Workshop	Partnerships in Education

Mauri Tau- Creating a Therapeutic Space in a Mental Health Service

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27608	Mauri Tau- Creating a Therapeutic Space in a Mental Health Service	02:00 PM	02:45 PM	Wednesday	Dr Pikihuia Pomare (Te Rarawa, Ngāi Te Rangi,New Zealand)				Mauri Tau- Creating a Therapeutic Space in a Mental Health Service	Many indigenous peoples present to mental health services with symptoms of trauma (personal, whānau (familial/ extended familial, intergenerational/historical). Our aim is to develop a space within a mental health service that will facilitate healing using a range of healing modalieities based on indigenous Māori practices to assist our tāngata whai i te ora (service users) to develop a tool kit of skills to enable them to regulate difficult emotions. This space enable tāngata whai i te ora to explore their unique pūmanawa (intuitive gifts/strengths) to move towards mauri tau (contentment/ settled energy).	Workshop

Creating Speakers & Reviving Languages With The Root-Word Method

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27670	Creating Speakers & Reviving Languages With The Root-Word Method	02:00 PM	02:45 PM	Wednesday	Owennatekha (Brian Maracle) (Kanyen'keha:ka ("Mohawk"),Ohsweken (Six Nations Grand River Territory, Canada))				Creating Speakers & Reviving Languages With The Root-Word Method	Onkwawenna Kentyohkwa uses the Root-Word Method it pioneered in 1999 to teach an intensive full-time adult immersion program on the Six Nations Grand River Territory. The program creates Advanced-Level Mohawk speakers over two school years. The Root-Word Method is being adopted by language groups across North America. The presentation will outline what the Root-Word Method involves, the curriculum structure and the teaching methods.	Workshop	Indigenous Languages

Native Hawaiian Academic Advancement through the Research of Ancestral Scientific Knowledge

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27644	Native Hawaiian Academic Advancement through the Research of Ancestral Scientific Knowledge	02:00 PM	02:45 PM	Wednesday	Keolani Noa (Kanaka ʻōiwi/Native Hawaiian,USA/Hawai`i) Alex Awo (Haumana) Andrew Chang (Haumana) Kimberly Kahaleua (Haumana) Sharysse Kanehailua (Haumana) Aikue Napoleon-Ahn (Haumana) Leilani Watanabe (Haumana)				Native Hawaiian Academic Advancement through the Research of Ancestral Scientific Knowledge	Research and internships are a vital component to the academic success of Native Hawaiian students. To foster Native Hawaiian student enrollment the “Model of Understanding”, a tiered level research design, was developed and implemented. At the core of this multi-level model system is the implementation of a learning process through ʻĀina (land) based learning. ʻĀina-based research is a hands-on approach to developing scientific expertise, connecting indigenous students to an inherit model of learning, while promoting skill building through strengthened academic experiences, in turn, creating a self-directed learner. Cultivating positive engagement through relevant research, underrepresented students discover their place in science and uncover their value in their community; thus confirming their identity, affirming their intelligence and restoring the confidence needed for success. This workshop will provide indigenous educators and learners with a “Model of Understanding” proven to increase the academic rates for indigenous student enrollment, persistence and graduation.	Workshop	Culturally Responsive Education

Rethinking Adolescent Literacy: An Innovative Instructional Coaching Model

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27408	Rethinking Adolescent Literacy: An Innovative Instructional Coaching Model	02:00 PM	02:45 PM	Wednesday	Michael Staruck (Canadian/First Nations) Brian Weishar ()				Rethinking Adolescent Literacy: An Innovative Instructional Coaching Model	Effective board-wide reform efforts require a thoughtful, well-informed, sustained process that includes planning, implementation, and ongoing improvement. This workshop explores a specific, practical indigenous board's approach and features that have supported effective adolescent literacy instruction that deepened teachers' professional knowledge and practice through a coaching cycle, thereby improving the potential achievement and learning of all students at Wikwemikong. Presenters will elaborate on the characteristics of this coaching-in-residence model and results to date for supporting teacher leadership development that sets goals that are meaningful to the specific needs of students.	Workshop	Innovations in Indigenous Education

Mauri Oho

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27569	Mauri Oho	02:00 PM	02:45 PM	Wednesday	Rebekah Ripeka Lessels (New Zealand) Tina Ngaraima Low (Ngati Tuwharetoa Māori,New Zealand)				Mauri Oho	Mauri Oho began for us in 2014 as a response to developing a 21st Century approach to teaching and learning for indigenous children. This workshop will present one way of affecting the learning and ultimately the achievement of L2 indigenous children. Mauri Oho is cognizant of retaining customary rituals and protocols while using devices and so have developed ways of ensuring that these are maintained throughout the Mauri Oho journey. The workshop will demonstrate how both the teacher and the children co-construct learning tasks that are largely completed using a device. It will also look at how children are monitored through their Mauri journey.	Workshop	Culturally Responsive Education

Wakan Tipi and Indian Mounds Park: Reclaiming an Indigenous Feminine Sacred Site as a Place of Learning and Ceremony

Topic: Teaching Indigenous Histories

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27559	Wakan Tipi and Indian Mounds Park: Reclaiming an Indigenous Feminine Sacred Site as a Place of Learning and Ceremony	02:00 PM	02:45 PM	Wednesday	Jim Wambdi Hanyetu Rock (USA/Dakota/USA) Roxanne Biidabinokwe Gould (Grand Traverse Band Odawa/Ojibwe,USA/Grand Traverse Band Odawa/Ojibwe/Indigenous/USA)				Wakan Tipi and Indian Mounds Park: Reclaiming an Indigenous Feminine Sacred Site as a Place of Learning and Ceremony	This session will provide a critical examination of the history, cosmology, destruction and restoration of an Indigenous sacred site, known to the Dakotas as Wakan Tipi or sacred lodge. The colonization of Turtle Island resulted in genocide, and attempts to erase the Indigenous feminine cosmology that permeated our lands, especially our centers of power. Wakan Tipi/Indian Mounds Park, with it’s feminine birth mounds, connecting earth and sky, was the birth place of the Dakota peoples. Learn about the collaboration that has restored the site from a toxic waste dump to a place of ceremony and learning once again.	Workshop	Teaching Indigenous Histories

The forced knowledge doesn’t stay in a head: Storytelling as an upbringing method in the Saami reminiscence literature

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27619	The forced knowledge doesn’t stay in a head: Storytelling as an upbringing method in the Saami reminiscence literature	02:00 PM	02:45 PM	Wednesday	Hanna Helander (Saami,Finland, Saami)				The forced knowledge doesn’t stay in a head: Storytelling as an upbringing method in the Saami reminiscence literature	The name of the presentation is a Saami proverb which hints that knowledge isn’t absorbed as a given fact, but learning by doing and absorbing the knowledge in a shape of a story, makes the knowledge easy to embrace and understand. The study presents storytelling as an upbringing method in the Saami muittašangirjjálašvuohta – reminiscence literature. Muittašangirjjálašvuohta is a genre of the Saami autobiographical literature that is based on the oral tradition. The narratives offer personal and local information about storytelling as an upbringing method. The study expands the view of the Saami upbringing and gives new tools for handling upbringing as a phenomenon.	Workshop	Indigenous Pedagogy

"The Result of a Dream" Receiving the Maori Education Package

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27618	"The Result of a Dream" Receiving the Maori Education Package	02:00 PM	02:45 PM	Wednesday	Hana-Te Kowhai Ohia (Maori,New Zealand)				"The Result of a Dream" Receiving the Maori Education Package	In 1975, less than 5% of Māori children could speak Te Reo Māori, the indigenous language of Aotearoa, New Zealand. My ancestors dreamt that Te Reo Māori would be normalised in Aotearoa, and the Kohanga Reo movement paved the way in making this dream reality. Ever since, there has been a boom in Kaupapa Māori ways of learning. This presentation is a personal account of how growing up within the full immersion Māori schooling system influenced my development and my transition in to a Western tertiary institution. However, with my father being my principal and my mother being my teacher, this also tells stories on how being raised by indigenous educators influenced my education.	Workshop	Culturally Responsive Education

Ignite Session 76: Partnerships in Education - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27983	Ignite Session 76: Partnerships in Education	02:00 PM	02:15 PM	Wednesday	Exercising Sovereignty in Mainstream Research Institutions of Higher Education
27984	Ignite Session 76: Partnerships in Education	02:15 PM	02:30 PM	Wednesday	Indigenizing the Academy: Creating meaningful change to meet the needs of Indigenous students and communities
27985	Ignite Session 76: Partnerships in Education	02:30 PM	02:45 PM	Wednesday	Nipping it in the bud. Changing the face of Aboriginal and Torres Strait Islander Education through collaborative practice.

Ignite Session 22: Innovations in Indigenous Education - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27822	Ignite Session 22: Innovations in Indigenous Education	02:15 PM	02:30 PM	Wednesday	AI Non-Profits, Data and the Tribal College Programs
27823	Ignite Session 22: Innovations in Indigenous Education	02:30 PM	02:45 PM	Wednesday	The need for a professional association of professional Indigenous college and university professors.

Ignite Session 9: Culturally Responsive Education - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27782	Ignite Session 9: Culturally Responsive Education	02:00 PM	02:22 PM	Wednesday	The San’yas Indigenous Cultural Safety Training Program and the Ontario Public Service
27784	Ignite Session 9: Culturally Responsive Education	02:22 PM	02:45 PM	Wednesday	KIWA: Enduring innovative indigneous tertiray education

Ignite Session 17: Culturally Responsive Education - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27806	Ignite Session 17: Culturally Responsive Education	02:00 PM	02:15 PM	Wednesday	Te Rautaki Whakawhanake Kaupapa Māori: Integrating Māori Indigenous Knowledge at the University of Canterbury
27807	Ignite Session 17: Culturally Responsive Education	02:15 PM	02:30 PM	Wednesday	Enhance Indigenous in an Executive world
27808	Ignite Session 17: Culturally Responsive Education	02:30 PM	02:45 PM	Wednesday	Digging Under the Foundations of Policy: Indigenous Identity and Education

Ignite Session 30: Health & Wellness - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27845	Ignite Session 30: Health & Wellness	02:00 PM	02:15 PM	Wednesday	Moving Whanau/Families to Health and Wellbeing - TriMaori
27846	Ignite Session 30: Health & Wellness	02:15 PM	02:30 PM	Wednesday	Ngarali' (traditional tobacco) and the Yolngu peoples of East Arnhem Land
27847	Ignite Session 30: Health & Wellness	02:30 PM	02:45 PM	Wednesday	Educating about lateral violence in the Aboriginal community in Adelaide

Ignite Session 78: Indigenous Languages - Wednesday, July 26th - 14:00-14:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27989	Ignite Session 78: Indigenous Languages	02:00 PM	02:15 PM	Wednesday	Holistic Assessment of the Mi'kmaw Language in the Early Years
27990	Ignite Session 78: Indigenous Languages	02:15 PM	02:30 PM	Wednesday	Teaching my language using numonic symbols
27991	Ignite Session 78: Indigenous Languages	02:30 PM	02:45 PM	Wednesday	Indigenous languages in the city: how to retain them, how to transmit them

Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone school system

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28311	Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone school system	02:00 PM	02:45 PM	Wednesday	Marie Marion (First Nation, Anishinaabe,Canada)				Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone school system	Ontario's First Nation, Metis and Inuit policy framework is published in both English and French, as schooling is offered to provincially funded schools in these languages.  This workshop will look at both documents, providing an analysis of the English document, which will then be compared to the French document, revealing the differences between the two.  The comparison will reveal social justice issues inherent in the documents, which are used throughout Ontario.  It will then look at Ontario's FNMI Policy Framework in light of the Truth and Reconciliation Committee's Calls to Action.	Workshop	Public Education for Reconciliation

POI IN PURSUIT OF EDUCATION

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28353	POI IN PURSUIT OF EDUCATION	02:00 PM	02:45 PM	Wednesday	Tania Hunter (MAORI - Ngati Porou Maori, AOTEAROA,New Zealand) Helen Crawford (MAORI - NGATI POROU/NGAPUHI, AOTEAROA,New Zealand) Kirialana Wilson-Karini (Maori-Te Ati Haunui a Paparangi,New Zealand)				POI IN PURSUIT OF EDUCATION	THE PRIMARY OBJECTIVE OF OUR ABSTRACT IS TO DISCUSS THE ROLE AND IMPACT OF INDIGENOUS EDUCATION AT OUR SCHOOL AND THE REVITALIZATION OF TIKANGA MAORI (MAORI CUSTOMS) IN ORDER TO CREATE A LOCALIZED CURRICULUM. AT TE KURA KAUPAPA MAORI O MANGATUNA, WE EDUCATE AND CELEBRATE THE RESURGANCE AND REVITALIZATION OF TE REO ME ONA TIKANGA THROUGH TE MARAUTANGA O MANGATUNA (TKKM O MANGATUNA LOCAL CURRICULUM). THIS IS A CELEBRATION OF OUR RESILIENCE... E RERE TAKU POI 'MATAURANGA' (POI IN PURSUIT OF EDUCATION) THIS WORKSHOP WILL INCLUDE HISTORY, A DEMONSTRATION, A HANDS ON ACTIVITY AND EVIDENCE OF THE USE OF POI IN A LOCALISED INDIGENOUS CURRICULUM.	Workshop	Indigenous Knowledge & Ways of Knowing

FEATURE PRESENTATION: "KAIROS Blanket Exercise"

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28377	FEATURE PRESENTATION: "KAIROS Blanket Exercise"	02:00 PM	03:45 PM	Wednesday	Sara Anderson (German Mennonite and Métis ancestry ,Canada) Dr. Bob Phillips (non-Status Urban Mi’kmaq (Great Bear),Canada)				FEATURE PRESENTATION: "KAIROS Blanket Exercise"	The KAIROS Blanket Exercise is an interactive learning experience that teaches the Indigenous rights and history Indigenous and non-Indigenous people are rarely taught in mainstream education systems. Developed in response to the 1996 Report of the Royal Commission on Aboriginal Peoples—which recommended education on Indigenous history as one of the key steps to reconciliation, the Blanket Exercise covers over 500 years of history in a 2-hour participatory workshop. Blanket Exercise participants take on the roles of Indigenous people in Canada. Standing on blankets that represent the land, they walk through pre-contact, treaty-making, colonization and resistance. They are directed by facilitators representing a narrator (or narrators) and the European colonizers. Participants are drawn into the experience by reading scrolls and carrying cards which ultimately determine their outcomes. By engaging on an emotional and intellectual level, the Blanket Exercise effectively educates and increases empathy for those unaware of the colonialism that Indigenous people still face today. The exercise is followed by a debriefing session in which participants have the opportunity to discuss the experience as a group. This often takes the form of a Talking Circle. The KAIROS Blanket Exercise at WIPCE 2017 is hosted by the Council of Ministers of Education, Canada (CMEC). CMEC is an intergovernmental body founded in 1967 by ministers of education across Canada, and works to provide leadership in education at the pan-Canadian and international levels. Indigenous education has been a part of the work of CMEC since it was made a priority in 2004. Education ministers are currently implementing a plan of work to respond to the Truth and Reconciliation Commission of Canada’s (TRCC) Call to Action no. 63 and operate within the spirit of the objectives and principles of the United Nations Declaration of the Rights of Indigenous Peoples. Warning: The Blanket Exercise walks through difficult experiences, such as Indian Residential Schools, the Sixties Scoop and other colonial policies that have affected Indigenous peoples. Cultural and health support will be provided during and after the exercise. For more information, please contact Sara Anderson (sanderson@kairoscanada.org).	Workshop	Public Education for Reconciliation

Hale Mua Initiative- Reestablishing the Traditional Hawaiian Men's House

Topic: Lifelong Learning

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28457	Hale Mua Initiative- Reestablishing the Traditional Hawaiian Men's House	02:00 PM	02:45 PM	Wednesday	Trisann Mahealani Bambico (Native Hawaiian) Kamanaopono Crabbe (Native Hawaiian) Umi Kai (Native Hawaiian)				Hale Mua Initiative- Reestablishing the Traditional Hawaiian Men's House	Based on feedback from the Native Hawaiian community, the nonprofit organization Aha Kane developed the Hale Mua Initiative to reestablish hale mua (traditional men's houses) in three Native Hawaiian communities. Using a year-long culturally based curriculum, the project teaches kane (men) about traditional male roles and responsibilities and reestablishes inter-generational relationships among participants by incorporating opio (young men) and keiki kane (boys) into the group. The Hale Mua helps to strengthen Native Hawaiian communities to be healthy, culturally grounded leaders and contributing members of society.	Workshop	Lifelong Learning

Indigenous Strategic Planning

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28115	Indigenous Strategic Planning	03:00 PM	03:45 PM	Wednesday			Indigenizing a university: Transformative approaches to institutional planning
28116	Indigenous Strategic Planning	03:00 PM	03:45 PM	Wednesday			Measuring Indigenous student experiences in universities: Culturally appropriate methodologies and key findings

Indigenous Women's Leadership

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28117	Indigenous Women's Leadership	03:00 PM	03:45 PM	Wednesday			Urutapu - A rite of passage. Leadership for indigenous young women
28118	Indigenous Women's Leadership	03:00 PM	03:45 PM	Wednesday			Learner - Lover - Indigenous 'Other'

Ilisagvik College

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28099	Ilisagvik College	03:00 PM	03:45 PM	Wednesday			Ilisagvik College- Alaska's Only Tribal College Engraining Indigenous Culture into Curriclum and Administration
28100	Ilisagvik College	03:00 PM	03:45 PM	Wednesday			Iḷisaġvigmi Iḷisaqtuat Piḷḷautaġuurut Iñuuniaġusivut Paamaaġikł̣ugich Iḷisaqamiŋ Cultural Connections Foster Student Success at Iḷisaġvik College

Pakirehua - Celebrating inquiry through indigenous epistemologies

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27536	Pakirehua - Celebrating inquiry through indigenous epistemologies	03:00 PM	03:45 PM	Wednesday	Tammy Gardiner (Māori,New Zeland) Marama Reweti - Martin (Māori,New Zealand)				Pakirehua - Celebrating inquiry through indigenous epistemologies	Celebrating inquiry through indigenous epistemologies - Mā te ruku, mā te wānanga, mā te kōrero, mā te aro atu, mā te wetewete e whakamārama ai te upoko o te kaupapa Pakirehua (inquiry) provides a model of cultural resilience for teaching as inquiry from an indigenous worldview. From a Māori perspective Pakirehua (inquiry) has always been and is what Māori have always done, it's part of our DNA. Ancestors, tīpuna show the way for us; their stories, experiences and knowledge are a natural part of understanding how we (as Māori) inquire, are curious and solve problems. Pakirehua is evident in indigenous practices such as astronomy, transport, navigation, horticulture and food gathering	Workshop	Indigenous Knowledge & Ways of Knowing

Indigenous Knowledge in Action, Harnessing the Power of the Elements

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27598	Indigenous Knowledge in Action, Harnessing the Power of the Elements	03:00 PM	03:45 PM	Wednesday	Curtis Bristowe (Aotearoa/New Zealand, Ngāti Porou, Te Whānau a Apanui, Te Aitanga a Māhaki)				Indigenous Knowledge in Action, Harnessing the Power of the Elements	My workshop is focused upon attempting to define and determine the foundations of an Indigenous knowledge system, and then upon definition revitalising those foundations via a strategic framework for effective application in a contemporary context . Such an approach is founded upon the belief that what we are lacking in the Māori world is not the quantity of Māori knowledge; there is a veritable plethora of Māori knowledge still available. My research will seek to demonstrate that what is lacking is quality contemporary thought that yields "reflection" contained in that knowledge, i.e., appropriate insight into their contemporary application.	Workshop	Indigenous Knowledge & Ways of Knowing

Indigenous Pathways to Health: Traditional Practices, Foods and Medicine

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27693	Indigenous Pathways to Health: Traditional Practices, Foods and Medicine	03:00 PM	03:45 PM	Wednesday	Suzanne Brant (Mohawks of the Bay of Quinte)				Indigenous Pathways to Health: Traditional Practices, Foods and Medicine	This presentation will explore Indigenous cultural practices, medicines and foods that will create a pathway to healthier people and communities. It will provide an increased awareness and understanding of traditional healing practices and science supporting the use of traditional foods and medicines. It will examine traditional gathering practices including the natural and spiritual laws governing when, where, and how to gather foods and medicine. It will demonstrate how incorporating traditional foods and plant medicine into our current lifestyle can increase our health and the prevent disease. It will bring together science and Indigenous knowledge in a way that will benefit all.	Workshop

Expanding language domains, emphasizing language use and building literacy using technology, media arts and the Master-Apprentice method.

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27558	Expanding language domains, emphasizing language use and building literacy using technology, media arts and the Master-Apprentice method.	03:00 PM	03:45 PM	Wednesday	Odadrihonyanihsoh (Sara) General (Hodinohsoni,Kanien'keha) Roronhiakehte Deer (Hodinohsoni,Kanien'keha)				Expanding language domains, emphasizing language use and building literacy using technology, media arts and the Master-Apprentice method.	One of the key challenges in reversing language shift, is using the language outside of traditional domains (such as the classroom). To be language users, as well as speakers. In this workshop we discuss our experiences expanding language domains by targeting transitional and non-traditional settings as spaces to optimize language use. We also share our experiences working with current technology and archival materials to create art and new media (comics and short stories) that build literacy and increase opportunities for using language in the home. Finally, we discuss our application of the Master-Apprentice method and share the results of our home-based program.	Workshop	Indigenous Languages

The Original Instructions our children learn

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27540	The Original Instructions our children learn	03:00 PM	03:45 PM	Wednesday	Callie Hill (Kanyenkehaka,Canada/Kanyenkeha/Kanyenkehaka) Melissa Maracle (Kanyenkehaka,Canada/Kanyenkeha/Kanyenkehaka)				The Original Instructions our children learn	Kawenna’ón:we Primary Immersion is a private school for children Kindergarten to Grade 4 and is dedicated to regenerating Mohawk ways of being, knowing and doing; providing educational opportunities to strengthen the minds and spirits of our children; and preparing the children to be active and thriving citizens. The foundation of the school curriculum is based on the worldview of the Rotinonhsyon:ni (People of the Longhouse), instilling a positive self-identity in the children. This workshop will discuss and demonstrate how the teachers are regenerating language and cultural pride to our youngest generation, an opportunity that many of us were denied.	Workshop	Indigenous Pedagogy

INDIGENOUS CORN MODEL: Connecting A University leadership program with Indigenous based community Projects to promote Spiritual, Mental, Physical, and Social well being

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27688	INDIGENOUS CORN MODEL: Connecting A University leadership program with Indigenous based community Projects to promote Spiritual, Mental, Physical, and Social well being	03:00 PM	03:45 PM	Wednesday	Shawn Secatero (Canoncito Band of Navajo,United States)				INDIGENOUS CORN MODEL: Connecting A University leadership program with Indigenous based community Projects to promote Spiritual, Mental, Physical, and Social well being	As part of honoring indigenous ways of knowing, the Indigenous Corn Model in Education and Leadership is a 12 year dissertation study that evolved through the teachings of elders, scholars, and knowledge keepers. This holistic based model connects four main wellness quadrants that include spiritual, mental, physical, and social well-being attributes. In addition, participants will be introduced to 16 wellness pillars which recognizes their inner strengths, resources, challenges, plan of action, and follow-up activities. A special emphasis will be placed on utilizing four community action based projects to promote well-being and leadership in their schools and communities.	Workshop	Innovations in Indigenous Education

Responding to the Truth and Reconciliation Commission of Canada (TRC) Call to Action: Educating Health Professionals on Indigenous Health in Canada

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27381	Responding to the Truth and Reconciliation Commission of Canada (TRC) Call to Action: Educating Health Professionals on Indigenous Health in Canada	03:00 PM	03:45 PM	Wednesday	Dr. Margo Greenwood (Cree) Dr. Kent Saylor (Mohawk,Kahnawake First Nation) Dr. Sarah de Leewu () Donna Atkinson ()				Responding to the Truth and Reconciliation Commission of Canada (TRC) Call to Action: Educating Health Professionals on Indigenous Health in Canada	Drawing upon the TRC’s Calls to Action to close the health gap between Indigenous and non-Indigenous Canadians, and years of community-based research, this panel will present innovative, supportive, experiential, and reflective curricula and methods currently being used to educate non-Indigenous medical and health care students. These unique approaches to Indigenous health education aim to increase the cultural competence among future health professionals who will be working with Indigenous peoples, families and communities in Canada.	Workshop

The Workabout Centre - Pathways to training, employment and higher education

Topic: Nationhood & Sustainability

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27513	The Workabout Centre - Pathways to training, employment and higher education	03:00 PM	03:45 PM	Wednesday	Natasha Chisholm (Aboriginal,Australian Aboriginal - Narungga) Joanne Ruddy (non-Aboriginal,British)				The Workabout Centre - Pathways to training, employment and higher education	Developed by the Aboriginal Education Directorate, Department for Education and Child Development (DECD), The Workabout Centre is an innovative, integrated model for connecting Aboriginal young people with pathways that lead post-secondary training, higher education and others that lead to sustainable employment. Our workshop will showcase our student-centred learning approach, opportunities our partnerships have created for our Aboriginal students and community and highlight the practical strategies used to engage, empower and support our Aboriginal young people to make positive choices, set high expectations for themselves and plan achievable training and employment goals.	Workshop	Nationhood & Sustainability

Moving in the Circle: Indigenous Resources at University of Toronto Libraries

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27453	Moving in the Circle: Indigenous Resources at University of Toronto Libraries	03:00 PM	03:45 PM	Wednesday	Jackie Esquimaux-Hamlin (Aundeck Omni Kaning, Canada) Desmond Wong (Aundeck Omni Kaning, Canada) Sara McDowell (Aundeck Omni Kaning, Canada)				Moving in the Circle: Indigenous Resources at University of Toronto Libraries	What does reconciliation mean to academic libraries in serving students and the community at large? Librarians must challenge the inherent hegemonic structures built within our institutions. Representatives from the First Nations House Resource Centre, Robarts and Ontario Institute for the Studies in Education Libraries will discuss how they are working to support resilience and reconciliation. We recognize the need for indigenous-centered spaces, collections that reflect the diversity of voices through oral histories, indigenous languages, publishers, authors and non-book materials, as well as efforts to promote diversity in the collections and staff.	Workshop	Indigenous Knowledge & Ways of Knowing

Closing the Early Childhood Education gap in Native Hawaiian communities

Topic: Lifelong Learning

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27452	Closing the Early Childhood Education gap in Native Hawaiian communities	03:00 PM	03:45 PM	Wednesday	Michelle Mahuka (Native Hawaiian,Hawai'i/Native Hawaiian) Maile Keliipio-Acoba (Native Hawaiian,Hawaii) Sanoe Marfil (Native Hawaiian,Hawaii)				Closing the Early Childhood Education gap in Native Hawaiian communities	Hele mai! Come and join us! Hear about how two INPEACE programs, Ho‘?la and K?lia & Ka Lama Education Academy (KKLEA) are working together to close the early childhood education gap for Native Hawaiian children by increasing the number of Native Hawaiians enrolling in preschools and increasing the quality of ECE programming throughout the community. Participant recruitment involves innovative approaches to outreach efforts, individualized assistance and community resources. Through professional development opportunities and supports, our Grow-your-own approach develops teachers from within our predominantly Native Hawaiian community. Through our combined efforts, early learning program enrollments, teacher retention and community empowerment has increase over time.	Workshop	Lifelong Learning

Akaltyirreme nthenhele apeke': Renewing the push for Arrernte education in central Australia

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27443	Akaltyirreme nthenhele apeke': Renewing the push for Arrernte education in central Australia	03:00 PM	03:45 PM	Wednesday	Felicity Hayes (Central Arrernte,Central Arrernte, Northern Territory, Australia) Mel Kean (non-Indigenous,Northern Territory, Australia) Lilly Alexander (non-Indigenous,Northern Territory, Australia)				Akaltyirreme nthenhele apeke': Renewing the push for Arrernte education in central Australia	Irrkerlantye (White Gate) is a town camp 3km from the centre of Mparntwe (Alice Springs) in central Australia. Once thriving, it exists without mains power, town water or access to sewerage and now has just two permanent residents, Arrernte elders and native title holders Felicity and Basil Hayes. Irrkerlantye is now the sight of a renewed push to establish a model of education that privileges Arrernte language, culture and land: Children's Ground. Children's Ground's first Arrernte employee, Felicity Hayes, shares her journey of resisting assimilation, disrupting the system and renewing the push for education by Arrernte families for Arrernte children on Arrernte land.	Workshop	Justice & Equity

Coastal First Nations Dance Festival: 50 years of revitalization of dance from the Northwest coast

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27476	Coastal First Nations Dance Festival: 50 years of revitalization of dance from the Northwest coast	03:00 PM	03:45 PM	Wednesday	Margaret Grenier (Canada) Nigel Grenier () Rebecca Doughty ()				Coastal First Nations Dance Festival: 50 years of revitalization of dance from the Northwest coast	In 2017, the 10th annual Coastal First Nations Dance Festival will celebrate the resilience of Northwest Coast dance over the last five decades. The festival’s predecessor was an annual celebration that began 50 years ago, as one of the key first initiatives to bring back song and dance after the lifting of the Potlatch Ban. The ban attacked the cultures of Indigenous peoples, as well as the intergenerational learning processes through which knowledge, practices, and identity are passed forward, silencing the songs and immobilizing the dances of the Northwest Coast. This presentation will tell a story that demonstrates the resiliency that has carried these practices forward.	Workshop	Justice & Equity

Including Indigenous knowledge in science education: Impacts on achievement, identity, and attitudes toward science

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27628	Including Indigenous knowledge in science education: Impacts on achievement, identity, and attitudes toward science	03:00 PM	03:45 PM	Wednesday	Jeff Baker (Canada/Métis) Tamica Small ()				Including Indigenous knowledge in science education: Impacts on achievement, identity, and attitudes toward science	Contemporary science education is not meeting the needs of Indigenous learners. Hence, few Indigenous people pursue careers in science, limiting sovereignty efforts and contributions of Indigenous knowledge to scientific endeavors. In this session participants will discuss a study that provided professional development to eight elementary (Gr. 4-8) teachers and paired each with an elder or knowledge keeper to include Indigenous knowledge in their science teaching over a four month period. Evidence was gathered from Indigenous and non-Indigenous students regarding impacts on achievement, identity, and attitudes toward science. Please join us to offer your insights into this critical work.	Workshop	Culturally Responsive Education

A Lost Generation: Identity stories and journeys of Maori

Topic: Child Welfare

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27630	A Lost Generation: Identity stories and journeys of Maori	03:00 PM	03:45 PM	Wednesday	Jenni Tupu (Māori,Aotearoa (New Zealand))				A Lost Generation: Identity stories and journeys of Maori	There are many stories buried in the dark corners of Aotearoa New Zealand's history where the practice of solving the social 'problem' of illegitimacy saw approximately 80,000 children given up for adoption during the closed stranger adoption period 1955-1985.10,000 of these were Maori who were disconnected from their cultural identity and raised in western families, raised apart from their heritage and cultural communities. This research investigates and listens to these stories and identity journeys, considering them as a life long event that began at birth and have for some, continued into the next generation/s.Some adoptees have spent a lifetime seeking the cultural education of what it means to be a Maori and indigenous to Aotearoa New Zealand. The resilience of many Maori adoptees has shown courage and emotional stamina in a life long journey of identity and seeking being able to belong.	Workshop	Child Welfare

Student Work Study-First Nations, Metis and Inuit

Topic: Partnerships in Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27694	Student Work Study-First Nations, Metis and Inuit	03:00 PM	03:45 PM	Wednesday	Suzie Miller (Six Nations of the Grand River Territory)				Student Work Study-First Nations, Metis and Inuit	The presenter will share the experience of the Ontario Ministry of Education initiative of Student Work Study with a First Nations, Metis and Inuit focus. This was a 3 year initiative that coincided with a First Nations, Metis and Inuit Collaborative Inquiry with Grand ErieDSB. The qualitative data will be shared and will inspire others to seek to include Indigenous perspectives in the classroom. The impact of modeling ways of bringing student voice forward and the power of the talking circle in fulfilling the physical, mental, emotional and spiritual needs of students will be explored. The well-being of the environment is the foundation of inquiry based learning.	Workshop	Partnerships in Education

Language Revitalization Progress: Kodiak Island

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27566	Language Revitalization Progress: Kodiak Island	03:00 PM	03:45 PM	Wednesday	Teri Schneider (Sugpiaq,United States) Marya Halvorsen ()				Language Revitalization Progress: Kodiak Island	Until recently, Kodiak Alutiiq families had no access to early childhood Alutiiq language immersion education, nor did existing courses offer a cohesive progression to Alutiiq proficiency. The Tamamta Liitukut Project is designed to cultivate Kodiak Alutiiq language education by increasing the proficiency of preschool children and their families through immersion instruction. They will develop an Alutiiq Language Nest, strengthen community engagement, and supports elementary through college level language classes. The presentation offers an overview of their history, project, and group discussion.	Workshop	Indigenous Languages

Treaty Co-Governance In action - Benefits and Challenges of Shared Decision Making

Topic: Governance

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27572	Treaty Co-Governance In action - Benefits and Challenges of Shared Decision Making	03:00 PM	03:45 PM	Wednesday	Kataraina O'Brien (Ngati Awa Tribe Aotearoa/New Zealand,Aotearoa/New Zealand) Tuwhakairiora O'Brien (Ngati Awa Tribe Aotearoa/New Zealand,Aotearoa/New Zealand)				Treaty Co-Governance In action - Benefits and Challenges of Shared Decision Making	In Aotearoa/NZ many tribes are seeking cultural redress that enables shared decision making for the management of natural resources, especially rivers, lakes and harbours. Several Treaty co-governance fora (via joint council committees) have been established in the Bay of Plenty region of NZ. The workshop draws on the challenges and value of integrating cultural perspectives and protocols, into traditional council processes - both of which are seeking the same environmental outcomes - improved water quality. Building enduring relationships with Treaty partners is key. Two presenters, one from Council and one from iwi will provide insight into the value/challenges of this emerging landscape.	Workshop	Governance

Indigenous Practitioners in the Academic Space

Topic: Indigenous Research Methodology & Praxis

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27568	Indigenous Practitioners in the Academic Space	03:00 PM	03:45 PM	Wednesday	Hohepa Tamehana (Aotearoa) Tina Fraser (M?ORI,New Zealand)				Indigenous Practitioners in the Academic Space	He Waka Hiringa, is a Master’s program that was developed by Te Wananga ō Aotearoa and rolled out as a pilot in 2013. It is a two-year program aimed at acknowledging practitioners who have worked tirelessly to provide support to their communities. He Waka Hiringa brings lived, grounded, and experiential knowledge into the academic space to re-write what has been written about them and their practices by 'non-Maori/non-practicing' researchers.	Workshop	Indigenous Research Methodology & Praxis

Away from Base Midwifery - Strengthening Student Support

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27533	Away from Base Midwifery - Strengthening Student Support	03:00 PM	03:45 PM	Wednesday	Kate Wragge (Aboriginal Australian,Australia) Machellee Kosiak (Aboriginal Australian,Australian)				Away from Base Midwifery - Strengthening Student Support	The AFB BMid program is a small, innovative course designed to prepare Aboriginal and Torres Strait Islander women to work as graduate midwives in their home communities. An increase in the number of Aboriginal and Torres Strait Islander people in the maternity workforce able to work in their home communities is an Australian workforce priority and a key imperative that drives the need for success with the AFB BMid program.	Workshop

Ignite Session 25: Culturally Responsive Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27830	Ignite Session 25: Culturally Responsive Education	03:00 PM	03:15 PM	Wednesday	Engaging Aboriginal and Torres Strait Islander knowledges, pedagogies and curriculum
27831	Ignite Session 25: Culturally Responsive Education	03:15 PM	03:30 PM	Wednesday	A Kaupapa Maori Examination of Science Education
27832	Ignite Session 25: Culturally Responsive Education	03:30 PM	03:45 PM	Wednesday	Clontarf Aboriginal College - 3 Ways of Learning

Ignite Session 13: Culturally Responsive Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27794	Ignite Session 13: Culturally Responsive Education	03:00 PM	03:15 PM	Wednesday	The importance of Cultural Education in the Australian education system.
27795	Ignite Session 13: Culturally Responsive Education	03:15 PM	03:30 PM	Wednesday	Localising Aboriginal Cultural Education in New South Wales, Australia.
27796	Ignite Session 13: Culturally Responsive Education	03:30 PM	03:45 PM	Wednesday	Te Ara Whakamua – The pathway forward

Ignite Session 19: Culturally Responsive Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27812	Ignite Session 19: Culturally Responsive Education	03:00 PM	03:15 PM	Wednesday	Resilience and reclamation; creating educational choices that work for Maori learners in Aotearoa- New Zealand.
27813	Ignite Session 19: Culturally Responsive Education	03:15 PM	03:30 PM	Wednesday	Matauranga, Talanoa and Taokotai: Knowledge, conversation and Collaboration
27814	Ignite Session 19: Culturally Responsive Education	03:30 PM	03:45 PM	Wednesday	An Integrative Culture-Based Approach to Teaching: One School's Journey Toward Change

Ignite Session 45: Innovations in Indigenous Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27890	Ignite Session 45: Innovations in Indigenous Education	03:00 PM	03:15 PM	Wednesday	Indigenous Participation in Technological Futures
27891	Ignite Session 45: Innovations in Indigenous Education	03:15 PM	03:30 PM	Wednesday	Samoan Language Tech Camp: Merging Traditional Storytelling and Modern Day Technology

Ignite Session 54: Partnerships in Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27917	Ignite Session 54: Partnerships in Education	03:00 PM	03:15 PM	Wednesday	Be the Best You Can Be community engagement and wellbeing program
27918	Ignite Session 54: Partnerships in Education	03:15 PM	03:30 PM	Wednesday	The Turning Tide
27919	Ignite Session 54: Partnerships in Education	03:30 PM	03:45 PM	Wednesday	Building Sustainability Pathways Program

Ignite Session 80: Culturally Responsive Education - Wednesday, July 26th - 15:00-15:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27995	Ignite Session 80: Culturally Responsive Education	03:00 PM	03:15 PM	Wednesday	Educational Design and Native Aspiration: Engaging for Substantive Change
27996	Ignite Session 80: Culturally Responsive Education	03:15 PM	03:30 PM	Wednesday	First Nations House, University of Toronto: 25 Years of Resiliency
27997	Ignite Session 80: Culturally Responsive Education	03:30 PM	03:45 PM	Wednesday	Building Communities of Educational Practice in Diverse and Disperse Populations

Fun, interactive ways to teach YOUR Native language using handheld devices

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28356	Fun, interactive ways to teach YOUR Native language using handheld devices	03:00 PM	03:45 PM	Wednesday	Don Thornton (Cherokee Nation of Oklahoma,USA) Kara Thornton (Singapore)				Fun, interactive ways to teach YOUR Native language using handheld devices	Bring your language to life using animated characters that respond to touch using mobile devices. Come experience "Maskosis Goes to School", an exciting interactive storybook to teach YOUR language. We use animated 'hot-spots', voices of fluent speakers, and other methods to help demystify language patterns, verb conjugations, tenses, kinship relations and cultural values. It's highly interactive and creative and is adaptable to any language/culture. Come join Maskosis and his Cree family as they show you this new way of learning. Thornton Media has worked with over 200 Native communities, including our host, Six Nations Polytechnic (Speak Cayuga App). Visit our workshop to experience it!	Workshop	Indigenous Languages

Strengthening Young Inuit Male Identity

Topic: Health & Wellness

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28380	Strengthening Young Inuit Male Identity	03:00 PM	03:45 PM	Wednesday					Strengthening Young Inuit Male Identity	My paper focuses on young Inuit male identity and how it is formed, shaped and sustained among Nunavummiut. Research was conducted by holding kitchen table talks with three different groups.Group one included male Elders.Group 2 included the parents of three young men.The last group included the three young men. The discussions with the three groups identified people,projects and supports that enabled the young men to become successful healthy contributors in our society. The key factors identified as promoting success were relationships,hands-on activities that can be culturally relevant but reinforce and strengthen identity. The final factor was education, either formal or informal.	Workshop	Health & Wellness

Using Our Strengths for Economic Well-Being and Resilence

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27535	Using Our Strengths for Economic Well-Being and Resilence	04:00 PM	04:45 PM	Wednesday	Dr. C Kanoelani Naone (Native Hawaiian,United States) Maile Keliipio-Acoba (Native Hawaiian,United States)				Using Our Strengths for Economic Well-Being and Resilence	Economics play a large role in well-being. Our project builds upon the strengths, skills and ancestral talents of Native Hawaiians and combines them with databases, technology and business acumen to create sustainable income in, for, and by community. Learn about our new entrepreneurial program that fosters resilience and is a demonstration of the resilience of our people. We will take you through create sessions for a hand experience that will engage, expand your thinking and hopefully spur ideas in you that you can take back to your community to generate income. Learn how to continually spark innovation in your organization. Video, activities and discussion will ensure no one nods off!	Workshop	Innovations in Indigenous Education

Ako Ako Is It Tere!

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27616	Ako Ako Is It Tere!	04:00 PM	04:45 PM	Wednesday	Georgina Paikea (New Zealand Māori)				Ako Ako Is It Tere!	Ako Whakatere is the major reason for the success of Te Ara Reo Māori (Post-secondary Māori language programme for second language learners); a combined effect between traditional Māori learning (Ako) and western paradigms (Accelerated Learning - Whakatere). At the core of this pedagogy are philosophies that focus on understanding the learner’s way of knowing, which then determines how the material is delivered. The mental wellbeing of the learner is central to its success and anyone can succeed. For the past 10 years I have seen how Ako Whakatere transforms its learners. This to me is resilience and this workshop celebrates this achievement in a practical, exciting and ‘Ako Whakatere’ way.	Workshop	Culturally Responsive Education

Bidwewidam Indigenous Masculinities: Reconciling Gender Relations

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27555	Bidwewidam Indigenous Masculinities: Reconciling Gender Relations	04:00 PM	04:45 PM	Wednesday	Kim Anderson (Metis,Canada, Metis) Robert Innes (University of Guelph,Canada, Plains Cree)				Bidwewidam Indigenous Masculinities: Reconciling Gender Relations	Reconciliation is often framed as a process between Indigenous and settler populations, with question arising about rebuilding a relationship that “never was.” But what about reconciling relationships within family and community? Until recently, there has been very little research about reconciling the position of men in Indigenous families and communities, nor about reconciling the relations between the multiples genders we once knew. This presentation will share the findings of the Bidwewidam Indigenous masculinities project, in which Indigenous people across Canada talked about men, masculinities, and the related learning and knowledge transfer that can contribute to community wellness.	Workshop

Manu TÅ« Rangatira - The Plume Of My Identity

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27684	Manu Tū Rangatira - The Plume Of My Identity	04:00 PM	04:45 PM	Wednesday	Romana Tekaharoa Potts (Aotearoa(NZ), Ngāti Kurī, Māori)				Manu Tū Rangatira - The Plume Of My Identity	From Aotearoa our Manu (our chiefly birds) over thousands of years developed systems of ultimate survival. From ancient lines these unique manu, like my own ancestors have survived from the mists of time till now. This is an interactive workshop I developed as a Tutor in Maori language and dance, weaving the qualities of these manu with ancient cultural values and lores to hold on to our continuity of consciousness, so it will never ever be lost. The resilience of our ancient knowledge passed down to the ancestors survived by being embedded in the footwork of our manu. This learning style allows us today to walk the talk of these Manu Tū Rangatira, the plume of my identity.	Workshop	Indigenous Knowledge & Ways of Knowing

Weaving Indigenous knowledge into the academy: Promises and challenges from the perspectives of three Aboriginal post-secondary institutions in British Columbia

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27609	Weaving Indigenous knowledge into the academy: Promises and challenges from the perspectives of three Aboriginal post-secondary institutions in British Columbia	04:00 PM	04:45 PM	Wednesday	Dr. Rheanna Robinson (Métis,Canada)				Weaving Indigenous knowledge into the academy: Promises and challenges from the perspectives of three Aboriginal post-secondary institutions in British Columbia	From my doctoral research, this workshop will examine the promises and challenges of integrating Indigenous Knowledge (IK) into the academy from the perspectives of Elders, leaders, students, staff, and instructors from three Aboriginal post-secondary institutions in British Columbia. We will discuss the perceived successes, limitations, and challenges the Nicola Valley Institute of Technology, the Wilp Wilxo'oskwhl Nisga’a Institute, and the former Cariboo Chilcotin Weekend University program face, or have faced, in the integration of IK. To represent my position as a Métis scholar, findings from the research will be discussed through the framework of the Métis Sash.	Workshop	Indigenous Knowledge & Ways of Knowing

Māori Social Work Degree Embedded in Māori Values

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27624	Māori Social Work Degree Embedded in Māori Values	04:00 PM	04:45 PM	Wednesday	Alma Winiata-Kenny ()				Māori Social Work Degree Embedded in Māori Values	Te Wānanga o Raukawa is a Māori tertiary educational institution. We deliver an undergraduate degree in Social Work which focuses on achieving Māori wellbeing. The expression of kaupapa tuku iho (values inherited by Māori ancestors) is fundamental to our institution and the design of this degree covers the range of values that we think are necessary in order to achieve Māori wellbeing. A theory of Māori wellbeing can be described as, “a Māori state of being that is characterised by the abundant expression of kaupapa tuku iho”. To illustrate what this means in practice, four degree graduates were interviewed, their stories as practitioners documented and the findings will be presented.	Workshop	Culturally Responsive Education

Indigenous Women Filmmakers in Canada: Indigenous Women Creating Echoes from the Center InNiNiNew IsKweWak KaKioChiTat KaPaSwePaNik AnTa TeTaWitCh

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27636	Indigenous Women Filmmakers in Canada: Indigenous Women Creating Echoes from the Center InNiNiNew IsKweWak KaKioChiTat KaPaSwePaNik AnTa TeTaWitCh	04:00 PM	04:45 PM	Wednesday	Jules Koostachin (Canada)				Indigenous Women Filmmakers in Canada: Indigenous Women Creating Echoes from the Center InNiNiNew IsKweWak KaKioChiTat KaPaSwePaNik AnTa TeTaWitCh	Research has emerged devoted to the practice of indigenizing media, these studies have proven that media plays a key role in the emergence of social change, both from within our communities and beyond. My studies explore the significant roles of Indigenous women documentary filmmakers that expose national histories by allowing Indigenous subjects of inquiry to speak for themselves, and underscoring women’s experiences through an intimate style that meshes personal and community voices. There has been a shift in the nature of films that form indigenous storytelling; there is now a greater range of creative multi-media approaches to sharing our stories led by Indigenous women.	Workshop	Arts

65,000 Years in 45 Minutes

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27633	65,000 Years in 45 Minutes	04:00 PM	04:45 PM	Wednesday	John Patten (Aboriginal Australian,Bundjalung, Yorta Yorta)				65,000 Years in 45 Minutes	How can an educator provide to their audiences a meaningful introduction to the cultural diversity of Australia’s First Peoples, highlighting 65,000 years of history within the space of 60 minutes? In this talk John Patten, Manager of Bunjilaka Aboriginal Cultural Centre at Melbourne Museum will highlight Bunjilaka’s work in helping to meet the needs of primary and secondary school teachers and their students in addressing Indigenous focused content within the Australian curriculum.	Workshop	Culturally Responsive Education

Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone schools

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27657	Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone schools	04:00 PM	04:45 PM	Wednesday	Marie Marion (Canada)				Double discrimination confronting Indigenous students in Ontario’s publicly funded francophone schools	Ontario's First Nation, Métis and Inuit policy framework is published in both English and French, as schooling is offered to provincially funded schools in these languages. This workshop will look at both documents, providing an analysis of the English document, which will then be compared to the French document, revealing the differences between the two. The comparison will reveal social justice issues inherent in the documents, which are used throughout Ontario. It will then look at Ontario's FNMI Policy Framework in light of the Truth and Reconciliation Committee's Calls to Action.	Workshop	Public Education for Reconciliation

The challenges to teach heritage ethnolinguistics within early childhood education in Aotearoa New Zealand

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27412	The challenges to teach heritage ethnolinguistics within early childhood education in Aotearoa New Zealand	04:00 PM	04:45 PM	Wednesday	Ngaroma Williams (Tangata whenua o Aotearoa New Zealand - NZ Māori) Rikke Betts (Danish,Denmark) Christine Williams (Ngāi Tahu iwi,Tangata whenua o Aotearoa New Zealand - NZ Māori)				The challenges to teach heritage ethnolinguistics within early childhood education in Aotearoa New Zealand	In Aotearoa New Zealand learning te reo Māori without the cultural framework in which it exists is like cooking authentic cuisine without any genuine ingredients, meaning you lose the essence of a language and its cultural significance. Over the past two decades research still reveals that teachers have found it challenging to deliver bicultural content, some teachers argue that te reo Māori can be learnt devoid of culture (tikanga) for mere functional or academic purposes, so what this means is that you will end up with the ability to function in the language as an outsider at a minimal level and have no real appreciation for the people who use the language.	Workshop	Culturally Responsive Education

The Different Names of Mosesie Qappik

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27658	The Different Names of Mosesie Qappik	04:00 PM	04:45 PM	Wednesday	Mary Etuangat (Inuit,Nunavut)				The Different Names of Mosesie Qappik	In the mid-twentieth century, the forced relocation of Inuit from small hunting and fishing camps to larger, more central settlements shattered the longstanding ways of known and being that had defined relationships between people and their environment (Qikiqtani Truth Commission, 2010; Nunavut Tungavik Incorporated, 2012). Incorporating family trees, oral history and vivid autobiographical narrative, I explore the impact of this relocation in the eastern Qikiqtani region on my immediate and extended family. I conclude with the need for healing and the promise that it can happen.	Workshop	Indigenous Knowledge & Ways of Knowing

Tribal Nation Building through Tribal College Faculty Development: The American Indian College Fund’s Tribal College Faculty Fellowships, Research Journal and Research Convening

Topic: Nationhood & Sustainability

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27666	Tribal Nation Building through Tribal College Faculty Development: The American Indian College Fund’s Tribal College Faculty Fellowships, Research Journal and Research Convening	04:00 PM	04:45 PM	Wednesday	Natalie Youngbull (Cheyenne & Arapaho/Assiniboine & Sioux,Cheyenne & Arapaho/Assiniboine & Sioux)				Tribal Nation Building through Tribal College Faculty Development: The American Indian College Fund’s Tribal College Faculty Fellowships, Research Journal and Research Convening	The American Indian College Fund (AICF) seeks to offer students access to knowledge, skills, and cultural values that enhance their communities. A current strategy to accomplish this mission is through faculty development at Tribal Colleges and Universities (TCUs). Through the Office of Research and Sponsored Programs (ORSP), AICF offers three fellowship opportunities for TCU faculty to obtain a Master’s or Doctorate degree. By enabling TCU faculty to attain graduate and terminal degrees, AICF is helping to improve the intellectual capacity, thereby positioning TCUs to develop new programs, degrees, and services to better serve their communities.	Workshop	Nationhood & Sustainability

Reaching back to go forwards

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27703	Reaching back to go forwards	04:00 PM	04:45 PM	Wednesday	Thomas Tarurongo Wynne (Ngati Ingatu/Ngati Kaena,Enuamanu and Rarotonga - Avaiki Nui (Cook Islands))				Reaching back to go forwards	Nana’o ia to’ou pakiri e te tama irokoreia, Ei’itiki’anga mai I te korero a to ui Tupuna, Ei’akaepaepa’anga na’au, Ei kavaeinga no te tuatau ki mua. - Tattoo your skin, firstborn child, With the words of your ancestors, Reaching into your past, For a compass into the future . Their is an understanding for us Maori in Avaiki Nui (Cook Islands) that tatau or the ancient marking of our skin, is a way for us to reach into our past and find the compass that will help us find our way forward. This ancient ritual marking our bodies told a story as tatau literally means to read.This and Vaka voyaging by the stars are compasses that self determine us and our way forward. The tools are all around us	Workshop	Indigenous Knowledge & Ways of Knowing

Disrupting and Resisting Artistic Terra Nullius; The Ways Aboriginal Australian Women Speak Back Through Art

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27671	Disrupting and Resisting Artistic Terra Nullius; The Ways Aboriginal Australian Women Speak Back Through Art	04:00 PM	04:45 PM	Wednesday	Paola Balla (Wemba-Wemba & Gundjitmara Peoples,Australia)				Disrupting and Resisting Artistic Terra Nullius; The Ways Aboriginal Australian Women Speak Back Through Art	Celebrating the diverse ways that Sovereign Aboriginal women visual artists, writers & protectors express and respond to justice, land rights, violence, (both historical and current), ecology, sovereignty, treaty and assert matriarchal and cultural maintenance in the face of colonial oppression. Includes visual art, literature and an invitation to speak with with local Aboriginal women artists.	Workshop	Arts

Protecting Intellectual Property through Māori epistemology

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27638	Protecting Intellectual Property through Māori epistemology	04:00 PM	04:45 PM	Wednesday	Julia Steenson (New Zealand)				Protecting Intellectual Property through Māori epistemology	This workshop will explore ideologies on intellectual property through the lens of Māori epistemology. What Māori mythology relates to the concepts of intellectual property? Legends have survived generations and continue to edify Māori through resilience and relevance. Knowledge of local flora healing properties were passed from my Aunty to my mother to benefit future generations of our whānau (family). Māori, while sharing stories and cultural knowledge have endeavoured to protect the “value” of important creations. This workshop creates space for discussing just how intellectual property viewed through Māori epistemology might aid the ongoing resilience and survival of Mātauranga Māori.	Workshop	Indigenous Knowledge & Ways of Knowing

Navigating change - Te Wānanga o Aotearoa and its response to New Zealand’s Tertiary Targeted Review of 'Qualifications.

Topic: Governance

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27643	Navigating change - Te Wānanga o Aotearoa and its response to New Zealand’s Tertiary Targeted Review of 'Qualifications.	04:00 PM	04:45 PM	Wednesday	Kelly Miriata Tauroa (Maori,Aotearoa New Zealand)				Navigating change - Te Wānanga o Aotearoa and its response to New Zealand’s Tertiary Targeted Review of 'Qualifications.	Te Wānanga o Aotearoa is in the midst of reclaiming & reframing its position through the Targeted Review of Qualifications. A deliverer of more than 120 qualifications, and over 30,000 students in 2016, Te Wānanga o Aotearoa is a renowned indigenous, multi-sited, crown funded tertiary provider that is undertaking a massive agenda to review all of its programmes in order to align with a new set of qualifications. But why has it chosen to participate in this government agenda and is this the only driver?This workshop explores the tensions, compromises, and responses taken to date by Te Wānanga o Aotearoa to reclaim and reframe its approach in order to progress towards a much greater vision.	Workshop	Governance

The Medicine Horse Way: A Return to Wellness for Indigenous and First Nations Peoples

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27561	The Medicine Horse Way: A Return to Wellness for Indigenous and First Nations Peoples	04:00 PM	04:45 PM	Wednesday	Yvette Running Horse Collin (Nakota & Cheyenne ,United States of America) Sean Collin (Cherokee,U.S.A.)				The Medicine Horse Way: A Return to Wellness for Indigenous and First Nations Peoples	The concept of "Spirit Horse Medicine” has played an important role within many Indigenous societies/cultures throughout the Americas for thousands of years. Despite the fact that the Dominant culture claims credit for introducing the horse to the Native Peoples and that government policies nearly exterminated the Indigenous Horse of the Americas, many of our Elders have preserved valuable history and traditional knowledge regarding the spiritual practices surrounding the horse. In this workshop the history of the horse and its relationship with Native Peoples will be discussed, and an explanation of "Horse Medicine” provided. Workshop participants will learn how this knowledge it is being utilized once again within Native communities today.	Workshop

Treaties in Canada: Education Promises and Conflicts

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27562	Treaties in Canada: Education Promises and Conflicts	04:00 PM	04:45 PM	Wednesday	Chris Scribe (Treaty 6, Canada) Sheila Carr-Stewart ()				Treaties in Canada: Education Promises and Conflicts	The British Crown and First Nations met and agreed to Treaties from the Maritime Peace and Friendship Treaties 1750s to the Numbered Treaties 1871-1923. Days and weeks were spent in discussing the Treaties but language, culture, and colonialism resulted in two understandings of the Treaties. The Crown agreed to provide western education and at the same time committed to ensure that western education did not "deter" from Indigenous education. The Crown provided only limited educational services through the 1876 Indian Act. This research looks at the lack of the Crown's commitment to provide quality Treaty education services and 150 years of second class educational services.	Workshop	Justice & Equity

Strengthening Resilience: training & supporting social service work in Indigenous communities

Topic: Public Education for Reconciliation

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27563	Strengthening Resilience: training & supporting social service work in Indigenous communities	04:00 PM	04:45 PM	Wednesday	Cheyenne Chartrand (Ebb & Flow First Nation Manitoba) Sherry Gott (Cree,Sapoteweyak Cree Nation)				Strengthening Resilience: training & supporting social service work in Indigenous communities	Indigenous support programs in education and social service operate in an environment different from mainstream. Indigenous Student Support & Community Relations at Red River College developed a program to address this difference & incorporates cultural values, Elders in post secondary institutions and Indigenous ways of knowing with today's realities including Child Welfare systems, Family Violence, residential schools and inter-generational trauma. This workshop will provide participants with tools they can use to develop or implement aspects of the program according to their agency/community needs.	Workshop	Public Education for Reconciliation

Two-Spirit Gifts & Medicines: a (re)learning & (re)claiming respect and honour

Topic: Justice & Equity

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27620	Two-Spirit Gifts & Medicines: a (re)learning & (re)claiming respect and honour	04:00 PM	04:45 PM	Wednesday	Harlan Pruden (First Nation Cree/nēhiyaw,Turtle Island/Canada/First Nation Cree/nēhiyaw)				Two-Spirit Gifts & Medicines: a (re)learning & (re)claiming respect and honour	Many cultural traditions and practices of the peoples of Turtle Island have often been misrepresented or suppressed. This especially holds true for indigenous notions and practices of sex, gender, gender-roles and sexuality. This presentation explores these concepts by featuring some of the sociohistorical documentation from a nation-specific standpoint while supplementing these records and narratives with deconstructed colonial accounts. A brief overview is offered on how this burgeoning body of knowledge is used to (re)lean and (re)claim respect, honor and dignity for Two-Spirit individuals and communities as they navigate and negotiate Aboriginal and LGBTQI spaces, places and communities.	Workshop	Justice & Equity

Ignite Session 68: Culturally Responsive Education - Wednesday, July 26th - 16:00-16:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27959	Ignite Session 68: Culturally Responsive Education	04:00 PM	04:15 PM	Wednesday	Kurduboodjar – Place-based Thinking in South West Australia
27960	Ignite Session 68: Culturally Responsive Education	04:15 PM	04:30 PM	Wednesday	Considering Collaborative Indigenous Research and Educational Praxis in Ethical Relationality to Place
27961	Ignite Session 68: Culturally Responsive Education	04:30 PM	04:45 PM	Wednesday	"Connecting Educational Communities to Engage in Collective Inquiry: Creating Professional Learning Communities as Sites of Action Research"

Ignite Session 108: Indigenous Pedagogy - Wednesday, July 26th - 16:00-16:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28079	Ignite Session 108: Indigenous Pedagogy	04:00 PM	04:15 PM	Wednesday	HIGHER EDUCATION AND US MOB - CREATING A SOLID COOLAMON OF SUPPORT
28080	Ignite Session 108: Indigenous Pedagogy	04:15 PM	04:30 PM	Wednesday	The attitudes and beliefs of the academic towards embedding Indigenous perspectives in Initial Teacher Education programmes
28081	Ignite Session 108: Indigenous Pedagogy	04:30 PM	04:45 PM	Wednesday	Anishinaabe and American Elementary Education Teacher Preparation

Ignite Session 94: Indigenous Pedagogy - Wednesday, July 26th - 16:00-16:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28037	Ignite Session 94: Indigenous Pedagogy	04:00 PM	04:15 PM	Wednesday	Our right, our responsibility: Indigenous education by Indigenous scholars
28038	Ignite Session 94: Indigenous Pedagogy	04:15 PM	04:30 PM	Wednesday	The Kenanow Learning Model - Teacher Education for "All of Us"
28039	Ignite Session 94: Indigenous Pedagogy	04:30 PM	04:45 PM	Wednesday	The Importance of Indigenous Knowledge in Australian pre-service teacher education - a PhD study

Ignite Session 95: Culturally Responsive Education - Wednesday, July 26th - 16:00-16:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
28040	Ignite Session 95: Culturally Responsive Education	04:00 PM	04:15 PM	Wednesday	Building Resilience in Inuit and Yup'ik Educators
28041	Ignite Session 95: Culturally Responsive Education	04:15 PM	04:30 PM	Wednesday	Developing and assessing cultural competency among Australian educators
28042	Ignite Session 95: Culturally Responsive Education	04:30 PM	04:45 PM	Wednesday	How experienced Mi'kmaw educators encourage resilience and shape emerging identities of Mi'kmaw pre-service teachers

Ignite Session 65: Culturally Responsive Education - Wednesday, July 26th - 16:00-16:45

Submission ID	Parent Title	Start Time	End Time	Day	Title
27950	Ignite Session 65: Culturally Responsive Education	04:00 PM	04:15 PM	Wednesday	"He Urunga Tu" An entrance to Engagement
27951	Ignite Session 65: Culturally Responsive Education	04:15 PM	04:30 PM	Wednesday	AAA Education: Awareness, Advocacy, and Action in Indigenous Education
27952	Ignite Session 65: Culturally Responsive Education	04:30 PM	04:45 PM	Wednesday	Te Tuakiri o te tangata - Beyond the skin of man

Culturally Responsive Inclusion of Metis Content and Perspectives in an Urban Setting

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28225	Culturally Responsive Inclusion of Metis Content and Perspectives in an Urban Setting	04:00 PM	04:45 PM	Wednesday	Cort Dogniez (Metis,Canada) Evelyn Johnston (Metis,Canada) Gordon Martell (Waterhen Lake Cree First Nation,Canada) Delvin Kanewiyakiho () Michael Thorson ()				Culturally Responsive Inclusion of Metis Content and Perspectives in an Urban Setting	A clear mandate has been expressed by the Metis community to ensure the inclusion of Metis content and perspectives in Saskatchewan schools. Central Urban Metis Federation Inc. and Greater Saskatoon Catholic Schools are in a formal partnership to collaboratively develop a model for the inclusion of Metis content and perspectives at St. Michael Community School and the rest of the school division. The focus has been to build strong curricular connections, and programming, identify valuable resources, support staff PD opportunities and strengthen relationships with the Metis community. Partnership members will share the development of the model and its impact on students, staff and community.	Workshop	Culturally Responsive Education

Human Trafficking on Indian Country

Topic: Governance

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28316	Human Trafficking on Indian Country	04:00 PM	04:45 PM	Wednesday	Nathaniel Brown (Diné Nation,United States)				Human Trafficking on Indian Country	Presentation on Human Trafficking legislation on the Navajo Nation and partnering with Indian Country and State of Arizona. My appointment by Arizona Governor Doug Ducey to sit on the Arizona Human Trafficking Council. What are the impacts on Native Americans living away from the boarders, need to educate everyone within Indian Country.	Workshop	Governance

Inquiry for Indigenous Science Students (I2S2)

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28351	Inquiry for Indigenous Science Students (I2S2)	04:00 PM	04:45 PM	Wednesday	Elizabeth Kupsch (Aboriginal Australian,Australia) Jesse King () Dr. Celia McNeilly ()				Inquiry for Indigenous Science Students (I2S2)	The I2S2 program aims to increase participation of Aboriginal and Torres Strait Islander students in STEM studies, at schools and universities, and careers. Experienced Indigenous educators in science education have developed culturally contextualised hands on science inquiries and a teacher professional development program that supports teachers to use them. The program is delivered to middle school students in a mainstream context providing the additional benefit of increasing awareness of the science knowledge of our first peoples. http://www.csiro.au/en/Education/Programs/Indigenous-STEM/I2S2	Workshop	Culturally Responsive Education

Te Taunga ika o Tamahana - Fishing with Mathematics

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28425	Te Taunga ika o Tamahana - Fishing with Mathematics	04:00 PM	04:45 PM	Wednesday	Allan Collins (Whakat'hea, Ngai Tuhoe, and Te Wh'nau-a-Apanui iwi from Aotearoa,New Zealand)				Te Taunga ika o Tamahana - Fishing with Mathematics	Following on from the first presentation, Hunting and Fishing with Mathematics, at WIPCE 2014 in Hawaii. This workshop is a continuation from 2014 which looks at an indigenous principle-based practice from a traditional and contemporary view. The preservation and revitalization of indigenous elders stories is paramount and continues to guide us today. This space allows us to be creative and innovative in how we view the world, whether you enjoy fishing or mathematics.	Workshop	Innovations in Indigenous Education

Malama Honua Worldwide Voyage

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
28779	Malama Honua Worldwide Voyage	04:00 PM	04:45 PM	Wednesday	Dr. Shawn Kanaʻiaupuni (Hawaii, USA) Nainoa Thompson () Malialani Kanaʻiaupuni Naff ()				Malama Honua Worldwide Voyage	To Malama Honua is to take care and protect all that makes up our planet. From the lands to the seas to perpetuating indigenous cultures across the globe, the Hawaiian sailing canoe, Hokulea, has been on a three year historic Malama Honua Worldwide Voyage. The voyage connects communities and countries through stories of hope and wisdom-utilizing these different perspectives as guides to solving some of the worldʻss greatest challenges. This session will present the three year voyage undertaken to inspire and share values and actions to malama honua and impact on education and leadership through the Promise to Children and Promise to Pae eina (see www.hokulea.com). This workshop will compliment Feature Presentation: "Mālama Honua Worldwide Voyage - Education & Rediscovery".	Workshop	Indigenous Knowledge & Ways of Knowing

Understanding Maori Leadership

Topic: Innovations in Indigenous Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Title
28178	Understanding Maori Leadership	10:00 AM	10:45 AM	Thursday			A dichotomy of leadership: Understanding tribal succession from a generational perspective
28179	Understanding Maori Leadership	10:00 AM	10:45 AM	Thursday			Co-designing Leadership: An exploration of collectivising Māori experiences, knowledge and wisdom

Grafting Indigenous Ways of Knowing Onto Non-Indigenous Ways of Being

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27590	Grafting Indigenous Ways of Knowing Onto Non-Indigenous Ways of Being	10:00 AM	10:45 AM	Thursday	Cash Ahenakew (ahtahkakoop cree nation,Canada) Chas Desjarlais (Cree/Metis)				Grafting Indigenous Ways of Knowing Onto Non-Indigenous Ways of Being	We examine issues that arise when Indigenous epistemologies are interpreted through non-Indigenous ontologies in research settings. The concept of grafting refers to the act of transplanting ways of knowing and being from a context where they emerge naturally to a context where they are artificially implanted. We explore this context through a poem that outlines the difficulties Indigenous people face when inhabiting academic spaces whose architecture is built on the modernity's violence. Next we outline critiques of educational spheres, coloniality & move to a discussion of cosmology, ceremony & sacred pain. IRQR: http://irqr.ucpress.edu/content/9/3/323	Workshop	Culturally Responsive Education

When Will We Get It Right? - Fifty Years of Trying to Educate Our Children

Topic: Governance

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27683	When Will We Get It Right? - Fifty Years of Trying to Educate Our Children	10:00 AM	10:45 AM	Thursday	Richard Hill (Tuscarora nation,Hodinohsoni) Chandra Maracle (Mohawk Nation,Hodinohsoni)				When Will We Get It Right? - Fifty Years of Trying to Educate Our Children	This presentation will reflect upon our collective experiences in trying the take control over the education of Indigenous children, moving past racist practices to the restoration of Indigenous identities, customary practices and self-determination. How well have we done, given a high dropout rates and lower academic achievements? What have we learned from the new educational experiments we have subjected our children to? I will try to give a fair, but honest, assessment of what we have achieved and what still needs to be done, looking at educational history across the territory of the Haudenosaunee since 1967, when the National Indian Youth Council declared that... I will be joined by my wife, Chandra Maracle, who will explain the cultural and educational foundations for what we believe to be the answer to the 50-year dilemma. She will explain the principles behind the immersion school we helped to start at Six Nations called the Skaronhyase’ko:wa Tsyohterakentko:wa Tsi Yontaweya’tahkwa - Everlasting Tree School.	Workshop	Governance

When Onkwehonwe research the Guests/Settlers

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27686	When Onkwehonwe research the Guests/Settlers	10:00 AM	10:45 AM	Thursday	Ruth Koleszar-Green (Six Nations of the Grand River)				When Onkwehonwe research the Guests/Settlers	In this presentation I will be talking about the struggles, challenges and outcomes that occurred as I utilized Onkwehonwe (Original People in Mohawk) research methodologies with a group of Guest/Settler participants that had attended a post-secondary course on Onkwehonwe topics taught using Onkwehonwe pedagogies by an Onkwehonwe person. I will discuss how I see this project as "researching back" (Smith, 1999) to colonial powers. The research, my doctoral dissertation, is grounded on the teachings of Wampum belts and used story-telling circles to gather data. I will also discuss a novel dissemination strategy that kept the story-telling circle present even in the written document.	Workshop	Indigenous Pedagogy

Anishinaabemowin Curriculum Department

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27702	Anishinaabemowin Curriculum Department	10:00 AM	10:45 AM	Thursday	Theresa Hoy (Odawa / Wikwemikong Unceded Indian Reserve,Odawa)				Anishinaabemowin Curriculum Department	WBE is about enabling educators and administrators to develop skills necessary to establish highly-effective learning environments where FN language, culture and heritage are embraced. Awareness of 2nd lang.acquisition processes is vital, it is even more important for educ's to connect with the cultural norms and values of students. We do this, in part, by developing high impact, community driven and guided NL materials for community, school & classroom use. Our goal,youth speaking NL daily, in competitions,conferences and taking it home to speak to family. Through continuous dev. creation and use of high impact curricula & resource material, it will help achieve fluency in speaking NL.	Workshop	Indigenous Languages

Building cultural competency, commitment and resilience across a system of schools

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27404	Building cultural competency, commitment and resilience across a system of schools	10:00 AM	10:45 AM	Thursday	Karan Taylor (Australia) Beth Riolo (n/a,Australia) Anne-Maree Creenaune (n/a,Australia)				Building cultural competency, commitment and resilience across a system of schools	The Catholic Diocese of Wollongong is located between Sydney and Canberra and home to significant populations of Aboriginal and Torres Strait Islander people. In 2008 it was recognized that the number of Indigenous students enrolled in Catholic schools in this region was disproportionately low, and a strategic plan to engage more genuinely with communities, make Catholic schools more accessible and culturally inclusive, and to build the cultural competencies and commitment of staff was put into action. As a consequence Indigenous student enrolment has grown by almost 200% in eight years. This workshop will explore some of the strategies and programs that have contributed to this change.	Workshop	Culturally Responsive Education

The impact of Iwi connections to schools: Celebrating knowledge and resilience to influence change in the contextualisation in the school Curriculum, an Iwi (Tribal) perspective.

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27592	The impact of Iwi connections to schools: Celebrating knowledge and resilience to influence change in the contextualisation in the school Curriculum, an Iwi (Tribal) perspective.	10:00 AM	10:45 AM	Thursday	Christopher Whaanga (Ngaati Kahungunu - Tainui Waikato,Aotearoa New Zealand)				The impact of Iwi connections to schools: Celebrating knowledge and resilience to influence change in the contextualisation in the school Curriculum, an Iwi (Tribal) perspective.	Research which provides an Iwi (tribal)perspective on the importance of teaching and learning in areas of iwi knowledge in 21st century schools and universities. This workshop will look explicitly at the relationships between mana whenua (caretakers of the land)and schools and/or universities who facilitate teaching and learning within this area. It will also look at celebrating resilience as an iwi and what this means in the teaching and learning from a school or university curriculum.	Workshop	Culturally Responsive Education

The 3 R's that really matter in indigenous education - Risk, Resilience and Resource

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27597	The 3 R's that really matter in indigenous education - Risk, Resilience and Resource	10:00 AM	10:45 AM	Thursday	Dr.Cristina Afán Lai (Taiwan Ami FN,Canada)				The 3 R's that really matter in indigenous education - Risk, Resilience and Resource	The 3 R's of education MUST be different for our indigenous students. Given the profile of our youths,before they can succeed in the academic sphere,we first must make sure that they succeed in living. Our youths are, unfortunately,high Risk students.They continue to suffer repercussive circles of painful and humiliating colonization.They need to be equipped with Resiliency to overcome these challenges and be able to access the power of human adaptive systems to view unfavourable conditions as merely temporary.In this workshop,I will facilitate a mindfulness lesson and together we can see how it can be used for self-regulation to increase social-emotional intelligence in indigenous students.	Workshop	Culturally Responsive Education

Always Was: Aboriginal spatial experiences of land and Country

Topic: Indigenous Knowledge & Ways of Knowing

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27599	Always Was: Aboriginal spatial experiences of land and Country	10:00 AM	10:45 AM	Thursday	Daniele Hromek (Australia/Yuin/Budawang)				Always Was: Aboriginal spatial experiences of land and Country	Geographically, cartographically and topographically, First Peoples and Europeans understand the land differently; Europeans measure, manipulate, own the land. Aboriginal people, on the other hand, acknowledge land as Country where being and knowing the land is holistic. The ongoing and enduring relationships Aboriginal people have with the land in relation to their connection to Country repudiates the concept of "terra nullius" that Europeans brought to the land they called Australia. With notions of property and ownership at the forefront, Western literature has continually failed in its inability to represent Aboriginal experiences of Country, effectively silencing Aboriginal standpoints.	Workshop	Indigenous Knowledge & Ways of Knowing

The Project Effectiveness of the Indigenous Language as Family Heirloom

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27653	The Project Effectiveness of the Indigenous Language as Family Heirloom	10:00 AM	10:45 AM	Thursday	Li Tsung-Wen Kuo (Paiwan tribe of Taiwan,Taiwan)				The Project Effectiveness of the Indigenous Language as Family Heirloom	The Indigenous Languages as Family Heirlooms project was supported by the Council of Indigenous Peoples in Taiwan. Training indigenous peoples’ most valuable human resources, grandparents and elders,to care for 0~4 year-old young children in a home setting provided the opportunity to teach the indigenous language to young children and sharing indigenous cultural traditions as family heirlooms. These education experiences are needed for young children to experience positive and healthy cultural development.	Workshop	Culturally Responsive Education

Sharing the Knowledge, Preserving the Culture - How Tribal Colleges and Universities are using Tribal communities to contribute to the restoration of Traditional Native Art Forms and Knowledge

Topic: Arts

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27587	Sharing the Knowledge, Preserving the Culture - How Tribal Colleges and Universities are using Tribal communities to contribute to the restoration of Traditional Native Art Forms and Knowledge	10:00 AM	10:45 AM	Thursday	Bridget Skenadore (United States)				Sharing the Knowledge, Preserving the Culture - How Tribal Colleges and Universities are using Tribal communities to contribute to the restoration of Traditional Native Art Forms and Knowledge	This session will describe the way in which Tribal Colleges and Universities (TCUs) are engaging their students and the communities they serve to help with the restoration and preservation of Traditional Native art forms and knowledge. Through academic courses and community extension workshops, TCUs are increasing the transfer of knowledge of art and culture at participating TCUs and communities they serve. In addition, TCUs are expanding the cultural knowledge of master artists by integrating them into programs that will transfer their artistic skills that are lost or endangered art forms to TCU students and community members.	Workshop	Arts

Raising Māori Student Achievement – Through the Entrepreneurial Mindset

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27588	Raising Māori Student Achievement – Through the Entrepreneurial Mindset	10:00 AM	10:45 AM	Thursday	Cadence Kaumoana (Ngāti Maniapoto / Ngāti Apakura,New Zealand - Māori)				Raising Māori Student Achievement – Through the Entrepreneurial Mindset	Exposure to entrepreneurship education has multiple benefits for young people within educational institutions. This presentation will share ideas and on what contributes to an entrepreneurship mindset and its implication for curriculum design, particularly for students in Year 9 and 10 at secondary school. This workshop will equip the participants with entrepreneurial resources and tools to support the development of the entrepreneurial mindset and how to impart these teachings in our own professions in the development of leaders. The presenter will share with you stories of empowerment immersed in Māori histories, values, beliefs and aspirations with fundamental entrepreneurship themes that contribute to the realisation of individual and collective potential.	Workshop	Culturally Responsive Education

Taniwha Rising - HAKAMANA Indigenous Technological Sovereignty

Topic: Information & Communications Technology

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27577	Taniwha Rising - HAKAMANA Indigenous Technological Sovereignty	10:00 AM	10:45 AM	Thursday	Tania Wolfgramm (Maori / Kingdom of Tonga,New Zealand / Te Aupouri / Whakatohea / Kingdom of Tonga) Wikuki Kingi (Maori / Hawaii,New Zealand / Tainui / Te Whanau a Apanui / Ngai Tai / Kati Mamoe)				Taniwha Rising - HAKAMANA Indigenous Technological Sovereignty	The HAKAMANA System of Transformative Design, Development, and Evaluation is guided by an understanding that Māori / Pacific and Indigenous peoples have always had ways of designing, developing, and assessing merit of worth based on their traditional values and ways and means of expressing themselves culturally, linguistically, and symbolically. We aim to share and discuss the HAKAMANA System and how it can be applied and utilised across multiple contexts. In particular, we invite to this workshop visionary, genius and ingenious Indigenous people from all sectors and their supporters to HAKAMANA Indigenous Technological Sovereignty and build a Global Indigenous Technology Alliance?	Workshop	Information & Communications Technology

Ngā Kura Huna a Tāne: Traditional Māori learning systems as validation for neuroscience

Topic: Indigenous Pedagogy

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27676	Ngā Kura Huna a Tāne: Traditional Māori learning systems as validation for neuroscience	10:00 AM	10:45 AM	Thursday	Phil Lambert (Māori,Ngāpuhi, Aotearoa)				Ngā Kura Huna a Tāne: Traditional Māori learning systems as validation for neuroscience	In Aotearoa/New Zealand, traditional Māori cultural practices have been used in Māori language schools to link language to culture in a more authentic way. Embedded within these cultural practices are philosophies and activities that trigger psychological, physical and physiological responses that enhance learning. These responses provide practical precedents and real life evidence for new learning "discoveries" from the fields of brain theory and neuroscience. This presentation will identify learning strategies from traditional Māori cultural practices. It will then propose new learning models using those practices to validate learning theories from neuroscience.	Workshop	Indigenous Pedagogy

Hui Manaʻoiʻo: Using Culture-Based Education to Improve Self-Efficacy in Indigenous Students

Topic: Culturally Responsive Education

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27411	Hui Manaʻoiʻo: Using Culture-Based Education to Improve Self-Efficacy in Indigenous Students	10:00 AM	10:45 AM	Thursday	Che Sabol (Hawaiian,Hawaiian) Gina Māhealani Karas (Hawai'i)				Hui Manaʻoiʻo: Using Culture-Based Education to Improve Self-Efficacy in Indigenous Students	Kamehameha Scholars supports Native Hawaiian students in achieving a post-secondary degree, entering a career of their choosing, and cultivating their ability to be servant leaders. This session looks at an intervention strategy implemented within our program for students identified as academic underachievers. Partnering with community members, we used a small group counseling format, interwoven with cultural values and practices, to support our students in developing their self-efficacy as academically thriving Native Hawaiians. We will also share examples of various lessons, provide data demonstrating the benefits of this strategy, and review the challenges and successes we experienced.	Workshop	Culturally Responsive Education

AFOA Canada - An Aboriginal Training Institution

Topic:

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27701	AFOA Canada - An Aboriginal Training Institution	10:00 AM	10:45 AM	Thursday	Terry Goodtrack (Lakota First Nation)				AFOA Canada - An Aboriginal Training Institution	AFOA Canada is a national Aboriginal Training Institution who has successfully trained thousands of students and professionals in the areas of Aboriginal finance, management and leadership within Canada. The certifications in these three areas were developed by Aboriginal people for Aboriginal people. Upon completion of the AFOA Canada certifications, students and professionals are able to apply their credits toward broader certifications in the Canadian marketplace. AFOA Canada delivers numerous professional development workshops that are relevant to its over 1500 members. Learn about the impact this Aboriginal Institution has made over the past 18 years.	Workshop

Challenges of language revitalization in an institutional context

Topic: Indigenous Languages

Submission ID	Parent Title	Start Time	End Time	Day	Primary Author/Presenter	Author	Author	OVERALL PANEL TITLE	Title	Workshop Description	Type	TOPICS	Sub-Topic #1	Sub-Topic #2	Sub-Topic #3
27649	Challenges of language revitalization in an institutional context	10:00 AM	10:45 AM	Thursday	Lars-Joar Halonen (Sámi,Norway/Sámi/Norwegian)				Challenges of language revitalization in an institutional context	What institutional challenges do an indigenous community meet concerning language revitalization in a mostly norwegianized municipality. The presenter will specifically focus on measures taken place in his municipality in Norway. The institutions are; the health care centre for elders, language courses for adults, special measures in school and the Sámi kindergarten itself. This specific presentation will not focus on the concrete actions taken place at these institutions, but it will focus on the institutional and administrative challenges that these different language measures met within these institutions in trying to revitalize and lift the status of the indigenous language.	Workshop	Indigenous Languages