Event Schedule
To search by title, date or author please use the search bar below. Click on the listing to view more information.
Wednesday
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 WhÄnau 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 MÄori 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 MÄori) | 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 MÄori and Non-MÄori around health and well-being outcomes, and the broader picture of the MÄori and Indigenous health landscape demonstrates an assumption that cultural loss as an outcome of colonization has led to poor health outcomes for MÄori 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 MÄori and the effects on MÄori 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 MÄori education system in Aotearoa New Zealand. This paper explores the nature of Te Aho Matua and how it is applied to a kaupapa MÄori immersion initial teacher education programme in the preparation of teachers for kura kaupapa MÄori. A case study is presented from the Te Aho Matua based ITE programme called Te Aho TÄtairangi. | 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,NgÄti Kahungunu, NgÄti Porou, Te Arawa) | Waiata Mai! |
This kauwhau (presentation) will examine the learning of waiata and haka (MÄori song and dance), within the researcher’s community, ie a kapa haka (MÄori Performance Group), as an enduring vehicle for the revitalisation of our language, te reo MÄori. It is through waiata and haka (MÄori song and dance) that the language, and cultural knowledge can be transmitted, retained and maintained! Whakarongo-TÄ«tiro-KÅrero (WTK-Listen-Look-Speak), in essence Oral transmission, was the main vehicle for inter-generational transmission of knowledge for MÄori.It is through the unbending resilience of those in this Te Reo MÄori 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 | Whangai children face discrimination in health, education, and social services which others Maori children who are brought into a kin-adoption process that is a natural part of our culture. Whangai 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 whangai and incentivized approaches which conform to mono-cultural norms. Whangai 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’ |
MÄori pedagogical approaches to build resilience within MÄori 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 | MÄori pedagogical approaches to build resilience within MÄori prisoners. | 11:00 AM | 11:45 AM | Wednesday | Conny Huaki (Waikato, Ngati Mahuta, Ngati Porou,Aotearoa New Zealand) | MÄori pedagogical approaches to build resilience within MÄori prisoners. | Within New Zealand (Aotearoa) corrections MÄori learners are over represented by 51%. To reduce reoffending by 25% by 2017’ an educational delivery framework was developed underpinned by ‘MÄori 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 MÄtauranga: Weaving MÄori 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 MÄtauranga: Weaving MÄori 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 MÄtauranga: Weaving MÄori 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 MÄori 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 MÄori 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 MÄori. The notion of unproductive MÄori 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 WÄnanga education (Indigenous tertiary institution) at tertiary level has contributed to transforming the lives of seven MÄori women graduates and their whÄnau (extended family). Also covered will be a consideration of the leadership potential of MÄori women and the impacts of government and WÄnanga policies on the ability of MÄori women to contribute to whÄnau advancement. The largest demographic of students across all three wÄnanga are MÄori women over the age of 40, and an in-depth study that includes this demographic provided specific insight into the impact of wÄnanga education for MÄori. | 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 WhÄriki: 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 NÄ Kama Lei Wahine i HawaiÊ»i (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 WÄnanga 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 “academyâ€, 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 kÅhanga 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 kÅhanga reo | 01:00 PM | 01:45 PM | Wednesday | Hoana McMillan (New Zealand) | Intergenerational success and kÅhanga reo | KÅhanga reo emerged in New Zealand to help turn around the near loss of the MÄori language arising out of colonially-imposed English only schooling. Some graduates of the first kÅhanga reo have now returned with their own children. However, there has been little documentation tracking kÅhanga reo graduates including the intergenerational transmission of the MÄori language. This workshop is based on a doctoral research which examined the role of kÅhanga reo in providing a MÄori education to successive generations of children and included the interviews of five families across three generations. The pÅ«rÄkau (a MÄori narrative approach) of one of the families is presented in this workshop. | Workshop | Indigenous Languages |
Transitioning Indigenous Youth from High School to University – A MÄori 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 MÄori 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 MÄori perspective. | Te Huka MÄtauraka is the heart of MÄori student pastoral support at the University of Otago. Increasingly, Te Huka MÄtauraka 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 MÄori students by practicing Kaupapa MÄori (MÄori 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 |
KÅ«kulu KÄnÄwai i Ho‘oulu LÄhui: 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 | KÅ«kulu KÄnÄwai i Ho‘oulu LÄhui: 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,HawaiÊ»i/Kanaka Maoli) Dana Kapua‘ala Sproat (Native Hawaiian,HawaiÊ»i/Kanaka Maoli) David Forman (Filipino,USA) |
KÅ«kulu KÄnÄwai i Ho‘oulu LÄhui: 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 KÄnaka 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.â€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 |
HÄlau KÅ« 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 loÊ»i (taro patch), loko iÊ»a (fishpond), and waÊ»a (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 WhÄnau 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 MÄori women professional development (PD) facilitators implementing the New Zealand education strategy ‘MÄori enjoying education success as MÄori’ 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 MÄori Student Success as MÄori. |
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 MÄori WhÄnau 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 MÄori men view, experience and learn about health and wellbeing. MÄori 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 MÄori 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 |
UrupÅ« ki te ara – dedicated to the journey: The return journey of the tribes NgÄti Unu and NgÄti 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 | UrupÅ« ki te ara – dedicated to the journey: The return journey of the tribes NgÄti Unu and NgÄti Kahu to tribal cultural prosperity. | 02:00 PM | 02:45 PM | Wednesday | Gary Shane Te Ruki (MÄori,Aotearoa New Zealand) | UrupÅ« ki te ara – dedicated to the journey: The return journey of the tribes NgÄti Unu and NgÄti Kahu to tribal cultural prosperity. | The return journey of the tribes NgÄti Unu and NgÄti 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 (NgÄti WhÄtua, NgÄti Hine, NgÄti 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, NgÄi 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, whÄnau (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 MÄori practices to assist our tÄngata whai i te ora (service users) to develop a tool kit of skills to enable them to regulate difficult emotions. This space enable tÄngata whai i te ora to explore their unique pÅ«manawa (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 Ê»Åiwi/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 MÄori,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 MÄori children could speak Te Reo MÄori, the indigenous language of Aotearoa, New Zealand. My ancestors dreamt that Te Reo MÄori 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 MÄori ways of learning. This presentation is a personal account of how growing up within the full immersion MÄori 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 MÄori: Integrating MÄori 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 Mahealani 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 (MÄori,New Zeland) Marama Reweti - Martin (MÄori,New Zealand) |
Pakirehua - Celebrating inquiry through indigenous epistemologies | Celebrating inquiry through indigenous epistemologies - MÄ te ruku, mÄ te wÄnanga, mÄ te kÅrero, mÄ te aro atu, mÄ te wetewete e whakamÄrama ai te upoko o te kaupapa Pakirehua (inquiry) provides a model of cultural resilience for teaching as inquiry from an indigenous worldview. From a MÄori perspective Pakirehua (inquiry) has always been and is what MÄori have always done, it's part of our DNA. Ancestors, tÄ«puna show the way for us; their stories, experiences and knowledge are a natural part of understanding how we (as MÄori) 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, NgÄti Porou, Te WhÄnau a Apanui, Te Aitanga a MÄhaki) | 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 MÄori world is not the quantity of MÄori knowledge; there is a veritable plethora of MÄori 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 (MÄori,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 Maori 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 ŠAotearoa 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 Maori 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 MÄori) | Ako Ako Is It Tere! | Ako Whakatere is the major reason for the success of Te Ara Reo MÄori (Post-secondary MÄori language programme for second language learners); a combined effect between traditional MÄori 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 TÅ« Rangatira - The Plume Of My Identity | 04:00 PM | 04:45 PM | Wednesday | Romana Tekaharoa Potts (Aotearoa(NZ), NgÄti KurÄ«, MÄori) | Manu TÅ« 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 TÅ« 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 |
MÄori Social Work Degree Embedded in MÄori 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 | MÄori Social Work Degree Embedded in MÄori Values | 04:00 PM | 04:45 PM | Wednesday | Alma Winiata-Kenny () | MÄori Social Work Degree Embedded in MÄori Values | Te WÄnanga o Raukawa is a MÄori tertiary educational institution. We deliver an undergraduate degree in Social Work which focuses on achieving MÄori wellbeing. The expression of kaupapa tuku iho (values inherited by MÄori 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 MÄori wellbeing. A theory of MÄori wellbeing can be described as, “a MÄori state of being that is characterised by the abundant expression of kaupapa tuku ihoâ€. 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 MÄori) Rikke Betts (Danish,Denmark) Christine Williams (NgÄi Tahu iwi,Tangata whenua o Aotearoa New Zealand - NZ MÄori) |
The challenges to teach heritage ethnolinguistics within early childhood education in Aotearoa New Zealand | In Aotearoa New Zealand learning te reo MÄori 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 MÄori 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 MÄori 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 MÄori epistemology | 04:00 PM | 04:45 PM | Wednesday | Julia Steenson (New Zealand) | Protecting Intellectual Property through MÄori epistemology | This workshop will explore ideologies on intellectual property through the lens of MÄori epistemology. What MÄori mythology relates to the concepts of intellectual property? Legends have survived generations and continue to edify MÄori through resilience and relevance. Knowledge of local flora healing properties were passed from my Aunty to my mother to benefit future generations of our whÄnau (family). MÄori, 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 MÄori epistemology might aid the ongoing resilience and survival of MÄtauranga MÄori. | Workshop | Indigenous Knowledge & Ways of Knowing |
Navigating change - Te WÄnanga 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 WÄnanga 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 WÄnanga o Aotearoa and its response to New Zealand’s Tertiary Targeted Review of 'Qualifications. | Te WÄnanga 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 WÄnanga 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 WÄnanga 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. |
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 |
Thursday
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 MÄori 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 (NgÄti Maniapoto / NgÄti Apakura,New Zealand - MÄori) | 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 MÄori / 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 (MÄori,NgÄpuhi, Aotearoa) | Ngā Kura Huna a Tāne: Traditional Māori learning systems as validation for neuroscience |
In Aotearoa/New Zealand, traditional Māori cultural practices have been used in Māori 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 Māori 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 |
Voyaging Into The Future
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27368 | Voyaging Into The Future | 10:00 AM | 10:45 AM | Thursday | Sabra Kauka (Hawaiian,Hawai`i) Steven Soltysik (Hawaiian,United States) Malie Jumawan (Hawaiian,Hawai`i) Juanita Lokalia Kaopuiki (Hawaiian,Hawai`i) Allen Kaopuiki (Hawaiian-Hawai'i) |
Voyaging Into The Future | Voyaging into the future from a traditional cultural base is the topic of this hands-on interactive workshop. We have developed teaching tools to share with you. And we will ask you to share how your people navigate in the ancient ways. An update on the Hokule`a, Hawai`iʻs voyaging canoe; and a new department wide initiative called Na Hopena A`o (HA) will also be covered. | Workshop | Indigenous Knowledge & Ways of Knowing |
Traditional Teachings
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27625 | Traditional Teachings | 10:00 AM | 10:45 AM | Thursday | Isaac Day (Canada/Serpent River First Nation/Ojibway) | Traditional Teachings | We call this place we live in, our Mother Earth.What would a good Mother do for her child?A good mother would care about your feelings; what you hear around you would be important to her; she would be concerned about what you see.As a result, the child grows up healthy, with an open mind about life and able to voice what s/he feels is important.This child is then able to reconcile the mind, body and spirit.Today, people can have difficulty reconciling due to trauma they've suffered in their lives.Isaac will share his Teachings which are universal and can be utilized by all colours of man. The Teachings can help a person reconcile back to the earth. | Workshop | Indigenous Knowledge & Ways of Knowing |
Ignite Session 16: Culturally Responsive Education - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27805 | Ignite Session 16: Culturally Responsive Education | 10:00 AM | 10:45 AM | Thursday | Promoting Successful Indigenous Education in Manitoba |
Ignite Session 66: Innovations in Indigenous Education - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27953 | Ignite Session 66: Innovations in Indigenous Education | 10:00 AM | 10:15 AM | Thursday | Whai Ao ki Te Ao Marama- An Indigenous Group Formation Model |
| 27954 | Ignite Session 66: Innovations in Indigenous Education | 10:15 AM | 10:30 AM | Thursday | Steps on the Journey : A Maori Student Advancement Plan using The Pathways to Excellence Model |
| 27955 | Ignite Session 66: Innovations in Indigenous Education | 10:30 AM | 10:45 AM | Thursday | iridescence Wellbeing Model - A Remedy to Western Education |
Ignite Session 98: Indigenous Languages - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28049 | Ignite Session 98: Indigenous Languages | 10:00 AM | 10:15 AM | Thursday | Language Revitalization through Animation: Creating Fun and Multipurpose Educational Materials from Native Speakers and Recordings |
| 28050 | Ignite Session 98: Indigenous Languages | 10:15 AM | 10:30 AM | Thursday | Navigating our Journeys in Hawaiian Language Medium-Immersion Teacher Education |
| 28051 | Ignite Session 98: Indigenous Languages | 10:30 AM | 10:45 AM | Thursday | Bridging the gap in Indigenous Australian languages teacher education |
Ignite Session 20: Culturally Responsive Education - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27815 | Ignite Session 20: Culturally Responsive Education | 10:00 AM | 10:15 AM | Thursday | Dancing with our Mocs in Two Worlds : Building Nations through Culturally Responsive Education Programs in Urban Education Systems. |
| 27816 | Ignite Session 20: Culturally Responsive Education | 10:15 AM | 10:30 AM | Thursday | Self Determination through Aboriginal student voices: Allowing cultural narratives in research develop changes to educational practice. |
| 27817 | Ignite Session 20: Culturally Responsive Education | 10:30 AM | 10:45 AM | Thursday | Wingara- Making our path sharing our journey. |
Ignite Session 51: Innovations in Indigenous Education - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27908 | Ignite Session 51: Innovations in Indigenous Education | 10:00 AM | 10:15 AM | Thursday | Engaging Indigenous youth and communities in sports programs |
| 27909 | Ignite Session 51: Innovations in Indigenous Education | 10:15 AM | 10:30 AM | Thursday | Yarning with the Stars: Indigenous Girls Owning their Education |
| 27910 | Ignite Session 51: Innovations in Indigenous Education | 10:30 AM | 10:45 AM | Thursday | Yarning Circle: Exploring the journey of privileging Aboriginal and Torres Strait Islander histories and cultures in the University of the Sunshine Coast Teacher Education Programs |
Ignite Session 82: Culturally Responsive Education - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28001 | Ignite Session 82: Culturally Responsive Education | 10:00 AM | 10:15 AM | Thursday | Charting the Journey of a Native Hawaiian-Serving Post-secondary Institution |
| 28002 | Ignite Session 82: Culturally Responsive Education | 10:15 AM | 10:30 AM | Thursday | Linking Native Hawaiian Academic Advancement Through the Science of Ancestral Knowledge |
| 28003 | Ignite Session 82: Culturally Responsive Education | 10:30 AM | 10:45 AM | Thursday | Seeking Innovative MÄori learner success in tertiary studies |
Ignite Session 8: Arts - Thursday, July 27th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27779 | Ignite Session 8: Arts | 10:00 AM | 10:15 AM | Thursday | connection through words |
| 27780 | Ignite Session 8: Arts | 10:15 AM | 10:30 AM | Thursday | Te Wharenui o Horouta (The meeting house of Horouta) |
| 27781 | Ignite Session 8: Arts | 10:30 AM | 10:45 AM | Thursday | Memories Brought Into The Light: The Elders Project Series |
FEATURE PRESENTATION: "Kiingitanga: Our People"
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27713 | FEATURE PRESENTATION: "Kiingitanga: Our People" | 10:00 AM | 10:45 AM | Thursday | Mamae Takerei (WAIKATO - TAINUI,Aotearoa New Zealand WAIKATO IWI - MAORI) Te Kahautu Maxwell () |
FEATURE PRESENTATION: | FEATURE PRESENTATION: "Kiingitanga: Our People" |
The diversity of Maori reflected in this presentation gives rise from poverty, politics to prosperity. With 67,000 registered tribal members Waikato Iwi has withstood the impact of colonial process from the 'grave' to become a vital contributor to meeting the need of the greater communities through education and its investment in commercial enterprise. |
Workshop | Indigenous Knowledge & Ways of Knowing |
An Examination into Indian Residential Schools: Perspectives of Blackfoot Confederacy People
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28432 | An Examination into Indian Residential Schools: Perspectives of Blackfoot Confederacy People | 10:00 AM | 10:45 AM | Thursday | Terri-Lynn Fox (Blackfoot Confederacy) | An Examination into Indian Residential Schools: Perspectives of Blackfoot Confederacy People | The workshop will highlight the history of Aboriginal policy within a Canadian context leading up to the Indian Residential Schools, and its closure. It will also provide an Indigenous methodological approach which honors and frames these stories within a traditional-cultural context and worldview. A reflective Indigenous insight from both a western researcher and Blackfoot/Indigenous worldview will also be shared. | Workshop | Teaching Indigenous Histories |
HAVING THE HARD CONVERSATIONS: Good practice in addressing individual and institutional resistance to Indigenous health and cultural safety education
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28435 | HAVING THE HARD CONVERSATIONS: Good practice in addressing individual and institutional resistance to Indigenous health and cultural safety education | 10:00 AM | 10:45 AM | Thursday | Dennis McDermott (Dennis McDermott (Koori (Aboriginal Australian),Australia) Angela Lawless (Koori (Aboriginal Australian) ,Australia) David Sjoberg (Koori (Aboriginal Australian) ,Australia) |
HAVING THE HARD CONVERSATIONS: Good practice in addressing individual and institutional resistance to Indigenous health and cultural safety education | This workshop responds to individual and institutional resistance to Indigenous health/cultural safety education. It goes beyond individual strategies to address organisational reluctance to take on racism and the resistance of health professionals to "settler privilege". The workshop draws on a programme of work arising from an Australian Government-funded National Senior Teaching Fellowship: Having the Hard Conversations. It introduces a Good Practice Guide and video resources (featuring Canadian/Australian/New Zealand expert informants) designed to address culturally-unsafe educational settings and institutional barriers alike, particularly utilising accreditation body leverage. | Workshop | Health & Wellness |
Maintaining the Integrity of Tikanga Maori in the Digital Space
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28449 | Maintaining the Integrity of Tikanga Maori in the Digital Space | 10:00 AM | 10:45 AM | Thursday | Tema Fenton-Coyne (NgÄti Hau/ NgÄti Pakau/ NgÄti Apakura (MÄori),Aotearoa, New Zealand) | Maintaining the Integrity of Tikanga Maori in the Digital Space | Digit explores digital literacy with whÄnau from Pehiaweri Marae in Aotearoa, New Zealand. Researchers developed Marae-based learning programs specific to the needs of young and old. Evidence shows that youth have a high digital literacy, but lack the required digital tikanga (MÄori protocol online). Elders have the wisdom of tikanga, but have low digital literacy. This digital learning project has facilitated knowledge exchange, where elders hand down tikanga to the youth, and youth share their digital knowledge with their elders. This presentation will share research stories which offer new ways to understand the digital world whilst maintaining the integrity of tikanga MÄori practices. | Workshop | Information & Communications Technology |
Tuakana/Teina a theory of praxis: The leadership of mentoring indigenous beginning teachers
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27534 | Tuakana/Teina a theory of praxis: The leadership of mentoring indigenous beginning teachers | 10:00 AM | 10:45 AM | Thursday | Fiona McGrath (New Zealand, Te Rarawa, Ngati Kuri, Ngati Hine (tribes),Maikio RW) Maikio Riiwhi-Witehira (Maori, indigenous to NZ,New Zealand, Ngapuhi) |
Tuakana/Teina a theory of praxis: The leadership of mentoring indigenous beginning teachers | This paper is about the power and ability to return to indigenous ways of knowing and practicing the leadership of mentoring. In Aotearoa New Zealand, there is an expectation that 70% of our beginning teachers will leave Maori medium within the first two years of entering the teaching profession. This requires traditional Maori ways and attitudes of mentoring beginning teachers. Tuakana/teina is a theory of practice that is one way of mentoring Maori beginning teachers to move them from provisional to achieve their teaching certificate. Tuakana/teina is in opposition to whitestream mentoring programmes for beginning teachers. In this workshop a Maori beginning teacher shares her journey. | Workshop | Indigenous Knowledge & Ways of Knowing |
The Stolen Generation
Topic: Teaching Indigenous Histories
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28176 | The Stolen Generation | 11:00 AM | 11:45 AM | Thursday | Stealing back the Stolen: A heroic story of resilience about Aboriginal children determined to return to kin and country |
Is Transparency in Cultural Education Governance the Key to Empowerment?
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27582 | Is Transparency in Cultural Education Governance the Key to Empowerment? | 11:00 AM | 11:45 AM | Thursday | Allan Teale (Australia: Wiradjuri Nation: Australia) | Is Transparency in Cultural Education Governance the Key to Empowerment? | This paper outlines the importance that cultural education governance has in delivering greater transparency and autonomy for first nation communities. Greater transparency, governance, and autonomy is the missing key to linking with the wider community. Engagement in cultural education can only achieve the recognition by governing states to the importance that cultural education has in developing community recognition. The rule of law, transparency, and education have been guidelines and the way of life for first nation communities for generations. | Workshop | Governance |
Ki-o-Rahi: An old friend in a new time
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27589 | Ki-o-Rahi: An old friend in a new time | 11:00 AM | 11:45 AM | Thursday | Carl Shepherd (Aotearoa New Zealanf of Ngapuhi (tribe) - Ngati Whatua (hapu)) | Ki-o-Rahi: An old friend in a new time | A recent resurgence of traditional Maori games in Aotearoa has seen activities and games that our tupuna (ancestors) used many years ago, are slowly become more prevalent and even more important to help educate our rangatahi Maori (youth of Maori descent). At the forefront of the resurgence of traditional Maori games, is Ki-o-Rahi. This research examines the impact Ki-o-Rahi has had on the rangatahi Maori enrolled in the vocational pathway to fitness (level 2) program within the tertiary education provider, Te Wananga o Aotearoa. This research also provides insight into how the game of Ki-o-Rahi was implemented into the marau (curriculum) to maximise tauira (student) success. | Workshop | Culturally Responsive Education |
Using nature as a metaphor to being resilient
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27685 | Using nature as a metaphor to being resilient | 11:00 AM | 11:45 AM | Thursday | Ruhia King (Maori,New Zealand) | Using nature as a metaphor to being resilient | Ngaa (the many) taiao (natures) o te manawaroa (of resilence) Participants of this workshop will appreciate how using nature as a metaphor positively impacts the sustainability of Indigenous Education. Using the elements of whenua (earth), haa (air), wai (water) and ahi (fire) as a metaphor improves understanding of human nature, respect diversity and demonstrates how working inter-dependently and synergistically with nature contributes to healthier communication and resilience when managing issues of conflict that enhances our roles as Indigenous practitioners that contributes to the positive impacts of Indigenous Education. | Workshop | Indigenous Knowledge & Ways of Knowing |
Equine Psychotherapy and Aboriginal Youth; creating alternative pathways
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27637 | Equine Psychotherapy and Aboriginal Youth; creating alternative pathways | 11:00 AM | 11:45 AM | Thursday | Juli Coffin (Australian Aboriginal) | Equine Psychotherapy and Aboriginal Youth; creating alternative pathways | Utilising animals in educational settings is not new, nor is the relationship with many Indigenous groups around the world and horses. What has not been done before is a full exploration of how Aboriginal students deemed 'at risk' and in other sectors respond with an equine psychotherapy approach by an Aboriginal practitioner. Magic happens and it is a phenomenological offering of a relationship and shift in time and space that perhaps can account for a change in the causal pathway that so many of our young people are on. This presentation describes what happened over a one year period for over 130 Aboriginal young people who accessed this program and how it can make a difference. | Workshop |
Yukwatsistay^ Our fire, our spirit within each of us.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27639 | Yukwatsistay^ Our fire, our spirit within each of us. | 11:00 AM | 11:45 AM | Thursday | Kah^tanukwas Cornelius (USA/Oneida WI) | Yukwatsistay^ Our fire, our spirit within each of us. | This project addresses 3 language learners to determine whether reconciliation of one’s personal history & cultural identity empowers an individual to learn their Indigenous language at a faster rate.The reconciliation of a person’s personal history for this project includes ending emotional, spiritual or physical conflicts that have held language learners back because of personal conflicts. By not taking care of these personal issues language learners were hindered in successful language acquisition. | Workshop | Indigenous Languages |
Using storytelling to inspire people of all ages about Aboriginal (Wiradjuri) culture
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27648 | Using storytelling to inspire people of all ages about Aboriginal (Wiradjuri) culture | 11:00 AM | 11:45 AM | Thursday | Larry Brandy (Australia/Wiradjuri/Australian) | Using storytelling to inspire people of all ages about Aboriginal (Wiradjuri) culture | Introducing Aboriginal culture in a fun interactive way helps children become interested in Aboriginal culture from an early age. Join Wiradjuri man, Larry Brandy, as he shows how he presents Aboriginal culture to young children. This is a very interactive session and delegates will be invited to participate in his presentation and become hunters, kangaroos or emus. Larry uses real tools and weapons and shows how they were used in traditional times. He does this in a way that appeals to young children (boories) and in a way that they remember. | Workshop | Lifelong Learning |
Nehiyaw Pimatisiwin - Indigenous Life and Values
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27373 | Nehiyaw Pimatisiwin - Indigenous Life and Values | 11:00 AM | 11:45 AM | Thursday | Claudine Louis (Maskwacis Cree) Shauna Bruno (Maskwacis Cree,Canada, Samson Cree First Nation) Patricia Goodwill-Littlechild (Maskwacis Cree,Canada, Ermineskin Cree First Nation) Patti Currie (Maskwacis Cree,Canada, Montana Cree First Nation) Grace Dion (Maskwacis Cree,Canada, Samson Cree First Nation) |
Nehiyaw Pimatisiwin - Indigenous Life and Values | Information will be shared by each panel member to discuss the research project that was undertaken by Maskwacis Cultural College about literacy education in the community of Maskwacis, which is located in Central Alberta, Canada. The purpose of the session is to share major findings and insights into the research process and to re-define literacy and its components as determined by Maskwacis Cree epistemologies. The report is a submission prepared for Alberta Innovation & Advanced Education which was completed by Indigenous community researchers that summarizes the conversations about the extensive topic of literacy education and its' potential meanings for future policy directions. | Workshop | Indigenous Knowledge & Ways of Knowing |
Stronger Smarter Jarjums
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27499 | Stronger Smarter Jarjums | 11:00 AM | 11:45 AM | Thursday | Fiona Bobongie (Darunbal people in Central Queensland,Australia) Dyonne Anderson (Bundjalung Northern NSW,Australia) Michal Purcell (Butchulla Fraser Island,Australia) |
Stronger Smarter Jarjums | We believe a positive sense of cultural identity is essential for educational success. The Stronger Smarter Approach builds this strong positive identity for children and their families through collaborative communication processes in which we describe as ‘High-Expectations Relationships’. Our approach asks everyone to take responsibility for change. We ask everyone to join us in raising our expectations – not only for Indigenous children, parents and communities but also of ourselves. Learning starts the day we are born. A high quality education early in life will give our Jarjums the best start. Early childhood educators are in a powerful position to provide our Jarjums with the foundation for the rest of their lives. In early childhood, relationships are at the heart of everything. The best outcomes occur when educators and family members work together. Nurturing relationships, positive interactions, and a strong sense of identity are all vital to the self-esteem and emotional wellbeing of our Jarjums. Stronger Smarter Jarjums introduces the concept of High-Expectations Relationships to build stronger relationships with Jarjums and their families and ensure greater collaboration in decision-making. | Workshop | Innovations in Indigenous Education |
wakká:raien - i have a story: urban mixed-blood indigenous women, identity, and place
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27664 | wakká:raien - i have a story: urban mixed-blood indigenous women, identity, and place | 11:00 AM | 11:45 AM | Thursday | nahannee schuitemaker (Kanien'kehaka,Kanien'kehá:ka) | wakká:raien - i have a story: urban mixed-blood indigenous women, identity, and place | An assumption exists that all indigenous people are connected to or have access to the lands of their ancestors & to the teachings, culture, memories, & stories that land consists of. Due to the impact of colonization, younger generations may feel intergenerational impacts of identity shame that their relations suffered but as the political climate changes in urban centres, a resurgence of pride may be fostered. I explore stories of resurgence, resiliency & reclamation of identity in mixed-blood indigenous women on unceded Coast Salish territory & how these women, who do not have direct connection to their own ancestral lands, form connections with the land they are visitors on. | Workshop | Indigenous Knowledge & Ways of Knowing |
Indigenous Astronomy from the Inside
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27544 | Indigenous Astronomy from the Inside | 11:00 AM | 11:45 AM | Thursday | Jim Rock (Dakota,USA) Nancy Maryboy (Dine/Cherokee,USA) |
Indigenous Astronomy from the Inside | In the past, most Indigenous astronomy was written about by non-native archeologists and archeo-astronomers, through the lens of western and often religious perspectives. Today more Indigenous peoples are researching their own astronomies. This is to pass these ways of knowing down to future generations, but also to people from other tribes. In this presentation we will present planetarium shows developed by Dine (Navajo) and Dakota astronomers who have been studying their own astronomies and related sacred sites. | Workshop | Indigenous Knowledge & Ways of Knowing |
Engaging Community - Success in Higher Educational Employment
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27538 | Engaging Community - Success in Higher Educational Employment | 11:00 AM | 11:45 AM | Thursday | Jeremy Heathcote (Aboriginal (Awabakal),Awabakal) | Engaging Community - Success in Higher Educational Employment | The University of Sydney is focusing on redeveloping it’s Aboriginal and Torres Strait islander employment and retention program through a culturally inclusive model with an emphasis on kinship, inter-relationships, capability building and support. The engagement with the local community is key to seeing the numbers continue to increase and the staff retained in their roles. The Manager Indigenous Employment and Key Community Leader from one of the Aboriginal organisations in the area will discuss the importance of having a strategy that not only links to opportunity, but provides for professional development and mentoring. | Workshop | Nationhood & Sustainability |
The role of video in preserving the resilience, retention and preservation of Matariki (Pleiades)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27652 | The role of video in preserving the resilience, retention and preservation of Matariki (Pleiades) | 11:00 AM | 11:45 AM | Thursday | Lea Mclean (New Zealand MÄori, NgÄti Porou, Te Ati-Haunui-a-Paparangi,New Zealand) | The role of video in preserving the resilience, retention and preservation of Matariki (Pleiades) | Research by Dr Rangi Matamua identified the long held MÄori worldview of Matariki had been colonised. With this newfound knowledge, a national roadshow was strategised to reeducate the collective. The primary aim was to realign the knowledge of the existing seven stars and introduce a further two stars long forgotten in our history. Video played a key role as a modern storytelling tool, aiding our ancestors stories to become more resilient, improving retention and preservation of our cultures future. This presentation highlights the role of video in the pursuit of Tino Rangatiratanga, whilst recognising the challenges of using video and how social media can skew traditional knowledge. | Workshop | Arts |
A Draft of Professional Standards for Indigenous (Aboriginal, Native American, Hawaiian and Pacific Islander) Programs and Services
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27375 | A Draft of Professional Standards for Indigenous (Aboriginal, Native American, Hawaiian and Pacific Islander) Programs and Services | 11:00 AM | 11:45 AM | Thursday | Ruth Young (Wemindji Cree First Nation) Asmanahi Antoine (Toquaht) Ian Cull (Anishinaabe) Robina Thomas (Lyackson) Ruth Young (Cree) |
A Draft of Professional Standards for Indigenous (Aboriginal, Native American, Hawaiian and Pacific Islander) Programs and Services | The CAS Professional Standards for Higher Education provides general standards for 45 practice and functional areas in higher education programs and services. The standard for Indigenous Programs and Services has yet to be developed. This session will present the initial draft of such a standard currently being developed by a working group, and solicit feedback from session attendees. The intention is to further support the professionalization and growth of Indigenous programs and services across North America and to bring awareness of Indigenous ways of knowing and being within institutional structures. | Workshop | Culturally Responsive Education |
Holistic Wellbeing making magic, causing ripples for our people by our people
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27706 | Holistic Wellbeing making magic, causing ripples for our people by our people | 11:00 AM | 11:45 AM | Thursday | Tuihana Ohia (Aotearoa, New Zealand) | Holistic Wellbeing making magic, causing ripples for our people by our people | Celebrating the magic, and sharing stories of resilience about the people who dared to dream and participate in their holistic wellbeing, bringing something fresh and innovative to their wh?nau and communities. The ripple effect on wh?nau (family) and communities has been transformational as they change their perspective about holistic wellbeing. This magic, this ripple gives people a whole heap of sparkle to create and generate their wellbeing dreams and bring them to life. Holistic wellbeing aligns our aspiration which is to see our people, our wh?nau, and our communities be resilient in their mind, spirit, and body; in doing so they flourish. | Workshop | Lifelong Learning |
At the intersection of MÄori and Equity groups: the emerging diversity of MÄori and Equity
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27634 | At the intersection of MÄori and Equity groups: the emerging diversity of MÄori and Equity | 11:00 AM | 11:45 AM | Thursday | Jonaan McLeod (Ngapuhi, Te Whakatohea, Te Whanau a Apanui,Aotearoa - New Zealand) | At the intersection of MÄori and Equity groups: the emerging diversity of MÄori and Equity | I wish to analyse the emerging number of MÄori students that also identify with other Equity groups at the University of Auckland. Equity groups include: Pacific, Disabilities, Low Socio-Economic and LGBTI. This intersect provides opportunities and challenges including [but not limited to] enhancing admission, retention, achievement and experiences of our students. MÄori with diverse identities have a unique opportunity to access cross section support and are not restricted to one avenue- a Maori student from a low socio economic background, who has a visible impairment has the right to access all levels of support to nurture his admission, retention and achievement. | Workshop | Justice & Equity |
Integrating Matauranga Maori into business as usual – a Crown Agency approach
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27662 | Integrating Matauranga Maori into business as usual – a Crown Agency approach | 11:00 AM | 11:45 AM | Thursday | Angela Karini (New Zealand) Teurikore Biddle Ranga () |
Integrating Matauranga Maori into business as usual – a Crown Agency approach |
Te Hono o Te Kahurangi is the name of the whare that uses a unique whare ako framework to bring together MÄtauranga MÄori and Evaluative Quality Assurance (MM EQA) into one seamless approach within a crown entity. It assesses how well, and to what extent, education providers are contributing to education outcomes of Äkonga, whÄnau, hapÅ«, iwi, and where relevant, hapori MÄori. This workshop discusses the extended scope of the updated approach, and how New Zealand Qualification Authority (NZQA), has since positioned in-house cultural capacity and capability to quality assure qualifications, programmes and providers privileging MÄtauranga MÄori in education outcomes. |
Workshop | Public Education for Reconciliation |
Building Connections – Revitalizing Community Wellbeing
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27413 | Building Connections – Revitalizing Community Wellbeing | 11:00 AM | 11:45 AM | Thursday | Ileana Haunani Ruelas (United States) Sanoe Marfil (Kanaka 'Oiwi, Hawaiian,United States) Christy Sato (Kanaka 'Oiwi, Hawaiian,United States) |
Building Connections – Revitalizing Community Wellbeing | Reconnecting to narratives that shape our identities and provide the foundations for our knowledge and cultural practices is a way to awaken potentiality in revitalizing community-well-being. The Community Learning Exchange is an inter-generational educational model that brings families together to learn from elders, practitioners, and one another. We will share practical strategies for growing intimacy in relationships between place, practice, people, and collaborating organizations. Participants will be introduced to the model, stories and evaluation measures of strengthened community resiliency, and explore ways that it can inform work in other indigenous contexts. | Workshop | Partnerships in Education |
Sexual Exploitation Prevention Education for Indigenous Girls
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27610 | Sexual Exploitation Prevention Education for Indigenous Girls | 11:00 AM | 11:45 AM | Thursday | Dustin Louie (Nee Tahi Buhn First Nation) | Sexual Exploitation Prevention Education for Indigenous Girls | Indigenous girls in Canada are drastically overrepresented in sexual exploitation, while the phenomenon is simultaneously overlooked in academia and school systems. This workshop investigates the potential of formal education systems to develop preventative education for Indigenous girls vulnerable to sexual exploitation. The knowledge of this workshop is based on the perspective of five Indigenous sexual exploitation survivors and 19 service providers in Saskatchewan, and a secondary study with new participants underway in Calgary. Recommendations are based upon three primary questions; what is causing vulnerability; how is recruitment/entry happening; what should prevention look like? | Workshop | Child Welfare |
Consultation duty in Sami matters "The Agreement on procedures for consultations between the Central Government authorities and the Samediggi"
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27640 | Consultation duty in Sami matters "The Agreement on procedures for consultations between the Central Government authorities and the Samediggi" | 11:00 AM | 11:45 AM | Thursday | Anne Britt K. Hætta (Sami,Norway) | Consultation duty in Sami matters "The Agreement on procedures for consultations between the Central Government authorities and the Samediggi" | According to ILO-169 the Sámi are entitled to be consulted on matters affecting them. “The Agreement on procedures for consultations between the Central Government authorities and the Sámediggi†sets out procedures for consultations with the Sámediggi (elected national assembly for the Sámi in Norway). The Agreement gives The Sámediggi the possibility to influence, but it does not grant them veto in matters affecting Sámi interests. Formal decisions are still made by state authorities. If The Sámediggi disagrees with state authorities this will be stated when the matters are treated in government and national parliament. We will present how sámi education has been treated in consultations. | Workshop | Governance |
Indigenous academics in Australian universities: A brighter future?
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27489 | Indigenous academics in Australian universities: A brighter future? | 11:00 AM | 11:45 AM | Thursday | Susan Page (Australia) Christine Asmar (Australia) |
Indigenous academics in Australian universities: A brighter future? | In Australia, Aboriginal and Torres Strait Islander academics have historically worked in Indigenous centres where most of their colleagues and students are also Indigenous. More recently, Indigenous Australian academics have been taking up positions in ‘mainstream’ schools and departments where they mostly work with non-Indigenous colleagues, and teach non-Indigenous students. We interviewed Indigenous academics on several campuses, in Indigenous centres as well as mainstream disciplines or departments. Some of our findings surprised us, appearing to contradict dominant narratives in the literature. In this interactive workshop we will discuss these findings, and their implications today. | Workshop | Indigenous Pedagogy |
Walking Two Worlds
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27647 | Walking Two Worlds | 11:00 AM | 11:45 AM | Thursday | Kwatsitsa:wi M. Meloche (Kanienkeha:ka Mohawk of Kahnawa:ke,Canada) | Walking Two Worlds | Reconciling begins with Me: "Reclaiming Our Indigenous Selves" This workshop will look at how many governmental policies were unbeknownst to the 1st Peoples of the land have, unknowingly, been influenced by not pursuing higher education because of those policies. Many youth I encounter, struggle with deciding to go on to a post-secondary institution for educational purposes in fear that they will fail and disappoint their communities. Because of past governmental policies many participants are unaware how important it is to look into these past policies which were developed to put a 'ceiling' on our higher educational level. | Workshop | Governance |
Edith Cowan University 'Old Ways New Ways' Outreach Programme
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27409 | Edith Cowan University 'Old Ways New Ways' Outreach Programme | 11:00 AM | 11:45 AM | Thursday | Jason Barrow (Nyoongar Aboriginal,Australian Aboriginal) Magdalena Wajrak (Australian) Caroline Bishop (Australian) |
Edith Cowan University 'Old Ways New Ways' Outreach Programme | The Old Ways New Ways program engages in a two-way interaction which seeks to ignite the desire and interest of students to study science subjects at a tertiary level. It uses traditional knowledge and survival activities and applies a contemporary scientific lens as well as new lab based activities to show how our Aboriginal people have been scientists for thousands of years. Now in our 3rd year, we have reached over 1000 students from 30 different schools around Western Australia (WA). Supported by the Higher Education Participation Program grant we have been finalists in the WA Premier's Science Awards for 2016 and winners of the national ATEM 2015 Tribal Award. | Workshop | Culturally Responsive Education |
Ignite Session 44: Indigenous Knowledge & Ways of Knowing - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27887 | Ignite Session 44: Indigenous Knowledge & Ways of Knowing | 11:00 AM | 11:15 AM | Thursday | Indigenous ways of knowing: an Australian perspective |
| 27888 | Ignite Session 44: Indigenous Knowledge & Ways of Knowing | 11:15 AM | 11:30 AM | Thursday | Stories of Native Educators Navigating Their Doctoral Journeys |
| 27889 | Ignite Session 44: Indigenous Knowledge & Ways of Knowing | 11:30 AM | 11:45 AM | Thursday | Nyikina Women Strong: 4 generations journey across two centuries in story and reflection |
Ignite Session 109: Indigenous Pedagogy - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28082 | Ignite Session 109: Indigenous Pedagogy | 11:00 AM | 11:15 AM | Thursday | The challenge of higher education interculturalizing |
| 28083 | Ignite Session 109: Indigenous Pedagogy | 11:15 AM | 11:30 AM | Thursday | Bridging Cultural Two-Eyed Seeing into the 21st Technological Learning. |
| 28084 | Ignite Session 109: Indigenous Pedagogy | 11:30 AM | 11:45 AM | Thursday | Added Value of providing authentic cultural experiences to non-Maori professional educationalists |
Ignite Session 11: Partnerships in Education - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27788 | Ignite Session 11: Partnerships in Education | 11:00 AM | 11:15 AM | Thursday | Identifying and Implementing a Philosophy of Community to Promote Effective Family, Community and School Relationships |
| 27789 | Ignite Session 11: Partnerships in Education | 11:15 AM | 11:30 AM | Thursday | The Community at the Centre: Developing a Local Indigenous Curriculum Resource |
| 27790 | Ignite Session 11: Partnerships in Education | 11:30 AM | 11:45 AM | Thursday | Understanding the further education aspirations of remote Aboriginal communities in Australia: Lessons learned during the Whole of Community Engagement initiative |
Ignite Session 27: Innovations in Indigenous Education - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27836 | Ignite Session 27: Innovations in Indigenous Education | 11:00 AM | 11:15 AM | Thursday | "Know me you before you teach me": "Ruia taku taitea, kia rongo taikaka" |
| 27837 | Ignite Session 27: Innovations in Indigenous Education | 11:15 AM | 11:30 AM | Thursday | Education and Guardianship in the 21st Century, kootuia Te Aka Matauranga, Kaitiakitanga Hei Tikitiki Moo Toou Mahunga |
| 27838 | Ignite Session 27: Innovations in Indigenous Education | 11:30 AM | 11:45 AM | Thursday | Te Kaihautu o te waka |
Ignite Session 69: Culturally Responsive Education - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27964 | Ignite Session 69: Culturally Responsive Education | 11:00 AM | 11:45 AM | Thursday | Truth, Reconciliation and Building Relational Accountability between Indigenous Communities and Educational Engagements |
Ignite Session 104: Culturally Responsive Education - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28067 | Ignite Session 104: Culturally Responsive Education | 11:00 AM | 11:15 AM | Thursday | The’ye’lh Smuneem: Indigenous Youth Wellness |
| 28069 | Ignite Session 104: Culturally Responsive Education | 11:30 AM | 11:45 AM | Thursday | In.Business: A National Mentorship Program for Indigenous Youth |
Ignite Session 36: Partnerships in Education - Thursday, July 27th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27863 | Ignite Session 36: Partnerships in Education | 11:00 AM | 11:15 AM | Thursday | Empowering Struggling Readers: A Partnership that Supports Students and Teachers |
| 27864 | Ignite Session 36: Partnerships in Education | 11:15 AM | 11:30 AM | Thursday | The Gaa-maamawi-asigagindaasoyang Collective: Gathering to learn and do mathematics together! |
| 27865 | Ignite Session 36: Partnerships in Education | 11:30 AM | 11:45 AM | Thursday | Moving from the box into the circle - KeeTasKeeNow Landbased Learning Camps |
FEATURE PRESENTATION: The History of WIPCE
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28480 | FEATURE PRESENTATION: The History of WIPCE | 11:00 AM | 11:45 AM | Thursday | Dr. Verna Kirkness () | FEATURE PRESENTATION: The History of WIPCE | An in-depth history of the World Indigenous Peoples Conference on Education will be shared by the founder, Dr. Verna Kirkness. | Workshop | Teaching Indigenous Histories |
Promoting Student Success in Higher Education
Topic: Culturally Responsive Education
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28146 | Promoting Student Success in Higher Education | 01:00 PM | 01:45 PM | Thursday | KEI Ā TĀTOU TE IHI – WE HAVE THE POWER: A collaborative and indigenous initiative promoting a further tertiary education | ||
| 28147 | Promoting Student Success in Higher Education | 01:00 PM | 01:45 PM | Thursday | Kaiwhakaurunga MÄori - MÄori Schools Advisor: Indigenous Recruitment Positions Within The Tertiary Sector |
Intersectional of Indigenous Language Sovereignty from the Cherokee Nation, Diné Nation, Kahnawà:ke: Mohawk Territory, and M?ori New Zealand
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27400 | Intersectional of Indigenous Language Sovereignty from the Cherokee Nation, Diné Nation, Kahnawà:ke: Mohawk Territory, and M?ori New Zealand | 01:00 PM | 01:45 PM | Thursday | Geneva Becenti, Ph.D. () Sophie Nock, Ph.D. Sophie (University of Waikato, Hamilton, New Zealand,MÄori of NgÄti KurÄ« descent) Kahtehrón:ni Iris Stacey, M.Ed. Kahtehrón:ni Iris (Kahnawà :ke Education Center,Kanien’kehá:ka, Mohawk Nation) Ryan (Wahde) Mackey Ryan (Wahde) (Cherokee Nation,Cherokee Nation) |
Intersectional of Indigenous Language Sovereignty from the Cherokee Nation, Diné Nation, Kahnawà:ke: Mohawk Territory, and M?ori New Zealand | This panel presentation is a group of relatives who cross paths, finding themselves discussing some common grounds on Indigenous Language Sovereignty (ILS) from the Cherokee Nation, Diné Nation, Kahnawà :ke: Mohawk Territory, and MÄori New Zealand. Each author will address some critical policies, and the importance of local knowledge, sense of place and relationship to their work specifically on their heritage language. The panelist will present their collective work on a visual pedagogical framework that contest to the ILS. They will share their analysis of how ILS is defined and practiced includes what the future of ILS in their homelands. The ILS scholars will share their worldviews. | Workshop | Indigenous Languages |
The Evolution and Revitalisation of Indigenous Education within Aotearoa
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27421 | The Evolution and Revitalisation of Indigenous Education within Aotearoa | 01:00 PM | 01:45 PM | Thursday | Rereokeroa Shaw (New Zealand/Tainui/Maori) Nikki Tarapa (Maori,New Zealand/Ngapuhi/Maori) Ella Newbold (Maori,New Zealand/Tainui/Maori) |
The Evolution and Revitalisation of Indigenous Education within Aotearoa | The near extinction of our culture and language inspires us to encourage future generations and other indigenous peoples to understand the history and educational journey from our ancestors to the present day. The loss of our indigenous language and knowledge through the impact of colonisation, enables us to strategise the renaissance of our language and education. This presentation will perpetuate Maori culture through the transmission of MÄori principles and stories that have been traditionally handed down through the generations. We will refer to the stories of our ancestors to guide, commit and challenge us. | Workshop | Culturally Responsive Education |
Onikaniwak - for those who lead - a Master's level camp course that promotes Indigenous culture, history, worldview to participants
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27372 | Onikaniwak - for those who lead - a Master's level camp course that promotes Indigenous culture, history, worldview to participants | 01:00 PM | 01:45 PM | Thursday | Sherry Peden (Canada, Tootinawazaibeeing Treaty Nation in Manitoba, Canada) Doris Young (Cree, Status Indian,Opaskwayak Cree Nation, Manitoba, Canada) Dawn Wallin (n/a as Dawn is an institutional ally for this work in Indigenous knowledge mobilization,Saskatchewan, Canada) Leo Nijssen () Donna Carriere () |
Onikaniwak - for those who lead - a Master's level camp course that promotes Indigenous culture, history, worldview to participants | Onikaniwak – for those who lead is a Master’s level course at the University of Manitoba, Brandon University and the University of Saskatchewan that is delivered in a land-based, camp setting on the traditional territory of the Opaskwayak Cree Nation at Egg Lake, Manitoba. This camp course has been offered in 2014, 2015 and 2016 by utilizing Elders, cultural advisors and twelve community and institutional partnerships. . The focus of Onikaniwak is to develop increased capacity in aboriginal knowledge, history, worldviews, challenges, cultural activities and pedagogies for those who lead - educational leaders such as principals, resource teachers, deans, directors, instructors. | Workshop | Indigenous Pedagogy |
Mobilizing Training, Mobilizing Change
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27527 | Mobilizing Training, Mobilizing Change | 01:00 PM | 01:45 PM | Thursday | Renee Linklater (Anishinaabe – Member of Rainy River First Nations,Canada) Laura Thibeault (Anishinaabe - Member of Dokis First Nation,Canada) |
Mobilizing Training, Mobilizing Change | The Mobile Training Teams Initiative is led by the Aboriginal Engagement and Outreach Team of the Provincial System Support Program at the Centre for Addiction and Mental Health in Toronto, Canada. This workshop will share key highlights and lessons learned about the mobile training and professional development being delivered to Aboriginal mental health and addictions workers in Northern Ontario. The Initiative supports workers to implement culturally adapted and informed interventions and counselling techniques. Specific implementation supports are provided to workers engaged in the training initiative. Over 1200 workers have participated in training since the project began in 2015. | Workshop |
Ontario's Indigenous Postsecondary Education Strategy
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27528 | Ontario's Indigenous Postsecondary Education Strategy | 01:00 PM | 01:45 PM | Thursday | Laurie Robinson (Algonquin and a member of the Wolf Lake First Nation,Canada) Rosie Mosquito (Bearskin Lake First Nation,Canada) |
Ontario's Indigenous Postsecondary Education Strategy | Ontario's Indigenous Education Strategy (OIES) is the Province's commitment to strengthening relationships with Indigenous communities and addressing the diverse needs of Indigenous learners. In 2011, Ontario launched the Aboriginal Postsecondary Education and Training Policy Framework. Developed with Indigenous communities, Aboriginal Institutes, colleges and universities, it guides the development of policies and programs to operationalize the goals of the OIES. Ontario will present on its key priorities with emphasis on the development of a policy to recognize Aboriginal Institutes as part Ontario's higher education system, and efforts to support Indigenous language revitalization. | Workshop | Public Education for Reconciliation |
Learning through Sport - An On Country Football League in Central Australia
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27472 | Learning through Sport - An On Country Football League in Central Australia | 01:00 PM | 01:45 PM | Thursday | Barry Judd (Pitjantjatjara/Australia) Aleryk Fricker (Dja Dja Wurrung,Dja Dja Wurrung) |
Learning through Sport - An On Country Football League in Central Australia | This workshop explores the operation of On Country Australian Football at the remote community of Papunya in the Northern Territory. The playing and organisation of football by and for the Anangu peoples of Central Australia constitutes an important expression of Aboriginal sovereignty in context of post-NT Intervention politics. Football along with traditional 'lore business' remains one of few areas of social life where Anangu exercise decision making authority. Football is therefore an important realm in which young men learn from Elders. This workshop explores On Country football as a realm of Anangu learning and asks why formal education systems fail to recognise this. | Workshop | Nationhood & Sustainability |
Basketballtanga: An indigenous approach to basketball and youth development.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27635 | Basketballtanga: An indigenous approach to basketball and youth development. | 01:00 PM | 01:45 PM | Thursday | Jordaan Tuitama (Maori/Samoan,New Zealand - Waikato Tainui) | Basketballtanga: An indigenous approach to basketball and youth development. | Kawerau is a hot spot of untapped talented young people and after moving to the struggling town 4 years ago I decided this was an opportunity to help build resilient young men and women to become contributing members of society. How? Through absolute domination and butt kicking at the local basketball court and along the way teaching important values about character and life. Fast forward 4 years and we have Basketballtanga. A programme focused on youth development through teaching fundamental skills of Basketball through NgÄ Atua MÄori (Maori Gods) and along the way develop some positive lasting relationships with youth who will one day return the favour for the next generation. | Workshop | Innovations in Indigenous Education |
Native Mascots as a Barrier to Indigenous Edcuation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27438 | Native Mascots as a Barrier to Indigenous Edcuation | 01:00 PM | 01:45 PM | Thursday | Brad Gallant (Qalipu Mi'kmaq,Canada) Dominic Beaudry (Wikwemikong First Nation,Canada) JP Allard (NA,Canada) |
Native Mascots as a Barrier to Indigenous Edcuation | Native mascots as a barrier to indigenous education. For indigenous students, they are a daily reminder of the second class treatment that they receive in public schools and mainstream society. In this panel, we will discuss why the presence of native mascot symbols, names and wear in schools is contradictory to government commitments to Safe and Accepting Schools. | Workshop | Justice & Equity |
The Mauri Compass: Restoring the Life Force of a River or Ocean.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27370 | The Mauri Compass: Restoring the Life Force of a River or Ocean. | 01:00 PM | 01:45 PM | Thursday | Ian Ruru (Maori,Aotearoa New Zealand) Joanne Pere (Maori,Aotearoa New Zealand) Mona Lisa Smith (Maori,Aotearoa New Zealand) Raymond Farmer (Maori,Aotearoa New Zealand) Anna Barber (Maori,Aotearoa New Zealand) |
The Mauri Compass: Restoring the Life Force of a River or Ocean. | For half a century, sewage pollution has been a contentious issue for the indigenous Maori people of Turanganui a Kiwa, Gisborne. They have battled the local government to protect and restore the mauri and life-force of their rivers and ocean. One positive result of the legal battle has seen the Gisborne District Council imposed with a Resource Consent condition to improve the mauri of Turanganui a Kiwa. This has been a catalyst for meaningful engagement with Te Runanga o Turanganui a Kiwa and resulted in the co-development of an environmental assessment tool, the Mauri Compass. This workshop uses case studies to demonstrate the methodology and explores its application internationally. | Workshop | Justice & Equity |
E Ola Mau Ka Wai
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27447 | E Ola Mau Ka Wai | 01:00 PM | 01:45 PM | Thursday | Mahealani Merryman (Hawaiian,Hawaii) Marian Leong (Hawaiian,Hawaii) Penny Martin (Hawaiian,Hawaiii) |
E Ola Mau Ka Wai | E Ola Mau Ka Wai celebrates the resilience native communities and indigenous education by addressing the need for culture-based and place-based literacy opportunities. Hawaiian mo‘olelo (stories, history) and a multi-sensory learning approach inspire students to read and appreciate traditional Hawaiian literature focused on wai (fresh water). The project provides materials, activities, and support to educate students about fresh water and watersheds. Continued engagement of meaningful education increases understanding and appreciation of Hawaiian water resources and promotes stewardship. This project targets students in grades 3-5, teachers, and community members. | Workshop | Culturally Responsive Education |
Affirming diversity and resilience: Cultural practices in Early Childhood Centres in Aotearoa
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27450 | Affirming diversity and resilience: Cultural practices in Early Childhood Centres in Aotearoa | 01:00 PM | 01:45 PM | Thursday | Roimata Macfarlane (Aotearoa, New Zealand) Jacqui Organ (MÄori,Aotearoa, New Zealand) Rika Currie (MÄori,Aotearoa, New Zealand) |
Affirming diversity and resilience: Cultural practices in Early Childhood Centres in Aotearoa | This workshop will engage participants in understanding how this indigenous framework from New Zealand supports Early Childhood teacher’s pedagogical approaches to support the development and resilience of early learners. The framework promotes core values that emanate from a MÄori worldview of wellbeing and resilience. Five core components (Whanaungatanga/relationships, kotahitanga/unity, manaakitanga/caring, rangatiratanga/leadership, pÅ«manawatanga/natural talent) drive this approach. Each component explores a range of strategies for teachers. Collectively they provide a framework for an inclusive and strength-based approach to enable our young children to unlock their potential. | Workshop | Culturally Responsive Education |
University Indigenous education: experiences in Canada (University of Winnipeg) and Colombia (Indigenous Autonomous University Cauca and University of Antioquia)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27395 | University Indigenous education: experiences in Canada (University of Winnipeg) and Colombia (Indigenous Autonomous University Cauca and University of Antioquia) | 01:00 PM | 01:45 PM | Thursday | Gabriel Nemoga-Soto (Muisca,Colombia) Claire Reid (Canada) Jennifer Ledoux (Metis,Canada) Kevin Lamoureux (Canada) |
University Indigenous education: experiences in Canada (University of Winnipeg) and Colombia (Indigenous Autonomous University Cauca and University of Antioquia) | Canada and Colombia have been engaged in truth and reconciliation processes over the last decade. Canada's TRC issued its final report in 2015, while the Colombian government and guerrilla organization FARC signed a Ceasefire and Disarmament Accord in June 2016. The policies associated with these reconciliation and peace processes will impact Indigenous peoples' ability to access and assert their rights towards increased self-determination. The panel will bring together leading institutional and Indigenous university education initiatives that acknowledge Indigenous worldviews and aim to utilize education programs in achieving full recognition of Indigenous peoples within their states. Hospitality in Education: The case of the Master’s in Development Practice: Indigenous Development, UWinnipeg | Workshop | Nationhood & Sustainability |
Haudenosaunee Food Ways; bringing culture and language to life for students
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27627 | Haudenosaunee Food Ways; bringing culture and language to life for students | 01:00 PM | 01:45 PM | Thursday | Janice Brant (Mohawks of the Bay of Quinte,Mohawk Nation Kanyenkeha'ka) | Haudenosaunee Food Ways; bringing culture and language to life for students | This workshop is an opportunity to look at the art, science and spirituality of traditional Haudenosaunee foods. We will share experiences of cultivating, harvesting, preparing, and eating traditional foods with indigenous students. We will discuss what we learned. What we can observe about the students, relationships, and identity by interacting with our foods. How are we creating experiential learning opportunities with food for indigenous students in diverse settings and circumstances? And, in what ways can these teaching and examples help us celebrate and strengthen the place and role indigenous foods have in our resilience? | Workshop | Indigenous Knowledge & Ways of Knowing |
TUMITCHIAT: IÑUQQAAT AULLARRISIATUN IḶISAÄ VIIT A NEW PATHWAY: INDIGENOUS LEADERSHIP IN HIGHER 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27674 | TUMITCHIAT: IÑUQQAAT AULLARRISIATUN IḶISAÄ VIIT A NEW PATHWAY: INDIGENOUS LEADERSHIP IN HIGHER EDUCATION | 01:00 PM | 01:45 PM | Thursday | Pearl Brower (USA) | TUMITCHIAT: IÑUQQAAT AULLARRISIATUN IḶISAÄ VIIT A NEW PATHWAY: INDIGENOUS LEADERSHIP IN HIGHER EDUCATION | After centuries of colonization and assimilation policies in education, Indigenous people are making commitments to nurture the next generation of Indigenous leaders. An area of focus is on Indigenous leadership through various forms of Higher Education. This presentation supports the need for Indigenous leadership programs with a foundation in Indigenous ways of knowing and learning. It will define Indigenous leadership. Specific Indigenous leadership programs are described. The presentation concludes with an overview and syllabus for an Arctic Indigenous leadership. The intent is to provide a path that others may use to create their own programs to meet their Indigenous communities' need. | Workshop | Indigenous Knowledge & Ways of Knowing |
Wahpeton Dakota Nation Dakota Language Project
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27406 | Wahpeton Dakota Nation Dakota Language Project | 01:00 PM | 01:45 PM | Thursday | Otto Fietz (Lac La Ronge Indian Band,Lac La Ronge Indian Band) John Waditaka (Wahpeton Dakota Nation,Wahpeton Dakota Nation) Beverly Waditaka (Wahpeton Dakota Nation,Wahpeton Dakota Nation) |
Wahpeton Dakota Nation Dakota Language Project | Wahpeton Dakota Nation in cooperation with the Education Department of the Prince Albert Grand Council created Dakota Language Scope and Sequence charts from Kindergarten to Grade Nine. The Scope and Sequence charts have become the foundation of an app that has 17 categories, 2 videos and cultural notes section. The presentation will tell the story of how the Scope and Sequence charts were created with the guidance and direction of Wahpeton Dakota Nation Elders and local Dakota Language experts. The story of how the app was created will then be shared and a demonstration of the app will follow. Time will be set aside for questions. | Workshop | Culturally Responsive Education |
Aboriginal Australian storywork and the decolonisation of racism within education: Maridyulu Gagamari Burrugin (The Four ‘Clevermen’ and the Echidna):
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27424 | Aboriginal Australian storywork and the decolonisation of racism within education: Maridyulu Gagamari Burrugin (The Four ‘Clevermen’ and the Echidna): | 01:00 PM | 01:45 PM | Thursday | Gawaian Bodkin-Andrews (D'harawal/Aboriginal/Australian) Frances Bodkin (Centre for the Advancement of Indigenous Knowledges, University of Technology Sydney,D'harawal/Aboriginal/Australian) Gavin Andrews (Centre for the Advancement of Indigenous Knowledges, University of Technology Sydney,D'harawal/Aboriginal/Australian) |
Aboriginal Australian storywork and the decolonisation of racism within education: Maridyulu Gagamari Burrugin (The Four ‘Clevermen’ and the Echidna): | Within Australia, an expanding research base has focused on both the nature and impact of racism from Aboriginal and Torres Strait Islander perspectives. This research has not only highlighted the entrenched and systemic nature of racism within Australia, but also revealed how racism cannot be solely understood from non-Indigenous epistemologies. This workshop shall critically engage with such research, and explore how the findings may be applicable to educational outcomes and policies today. The themes emerging from this critical review will also be tied into the multiple layers of meaning found within a D'harawal Law Story teaching of the consequences of the misuse of knowledge. | Workshop | Teaching Indigenous Histories |
The motivations and learning experiences of non-Māori secondary school students learning the Māori language
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27709 | The motivations and learning experiences of non-Māori secondary school students learning the Māori language | 01:00 PM | 01:45 PM | Thursday | Will Flavell (Nga Puhi, Ngati Maniapoto, Ngati Whatua, Tainui,New Zealand) | The motivations and learning experiences of non-Māori secondary school students learning the Māori language | The Maori language is the indigenous language of New Zealand. In 1987, te reo Maori (the Maori language) gained status as an official language alongside English. The latest data shows four percent of non-Maori secondary school students are learning te reo Maori. There has been little, if any research which shows the motivations and learning experiences of non-Maori secondary school students learning the Maori language in English-medium settings. The purpose of this presentation is to examine the factors that influence non-Maori students in an English-medium secondary school to learn the Maori language. | Workshop | Indigenous Languages |
Dismissing Cultural Values In the Workplace - Affecting Indigenous Employees Motivation and Identity
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27661 | Dismissing Cultural Values In the Workplace - Affecting Indigenous Employees Motivation and Identity | 01:00 PM | 01:45 PM | Thursday | Maxwell Jackson (Australian Aboriginal Nyungar (Ballardong/Whadjuk)) | Dismissing Cultural Values In the Workplace - Affecting Indigenous Employees Motivation and Identity | Indigenous employment programs are linked to future social change in Australia, with success measured by how stakeholders perform in workplaces roles. Issues arise when intrinsic cultural values are seen to be workplace redundant. Managers must accept how these characteristics cannot left at the door as they significantly influence stakeholder identity, motivation and behavior. Recently, my Masters Thesis "An Investigation How Customary Nyungar Practices Can Impact Stakeholder Relationships with Industry" explored how Indigenous values impact workplaces. I hope to explore the International perspective of a PHD to examine negative effects from dismissing these cultural values in workplaces that service Indigenous stakeholders. | Workshop | Justice & Equity |
Ignite Session 6: Innovations in Indigenous Education - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27773 | Ignite Session 6: Innovations in Indigenous Education | 01:00 PM | 01:15 PM | Thursday | Aha! Ha! A...! |
| 27774 | Ignite Session 6: Innovations in Indigenous Education | 01:15 PM | 01:30 PM | Thursday | 'Bininj kunwaral, Bininj dawhodnan' 'Our spirit, Our Tecaher': Innovations in cultural arts education and knowledge sharing |
| 27775 | Ignite Session 6: Innovations in Indigenous Education | 01:30 PM | 01:45 PM | Thursday | Cultural Maintanance & Capacity building through the Arts |
Ignite Session 87: Culturally Responsive Education - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28016 | Ignite Session 87: Culturally Responsive Education | 01:00 PM | 01:15 PM | Thursday | Culture within a Culture: Embracing generational attributes to promote first year Native Hawaiian college student success |
| 28017 | Ignite Session 87: Culturally Responsive Education | 01:15 PM | 01:30 PM | Thursday | Use of Restorative Justice in a School Setting - the PASS Program at Santa Fe Indian School |
| 28018 | Ignite Session 87: Culturally Responsive Education | 01:30 PM | 01:45 PM | Thursday | MÄ te kaha o te waka hourua tÄtou katoa e eke noa - We’re all in this together using the strength of a twin hulled canoe. |
Ignite Session 93: Culturally Responsive Education - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28034 | Ignite Session 93: Culturally Responsive Education | 01:00 PM | 01:15 PM | Thursday | Nga whanau tokorima, a five step programme for practitioners, lecturers and support services to align their formal training with cultural awareness, when working with community and students. |
| 28035 | Ignite Session 93: Culturally Responsive Education | 01:15 PM | 01:30 PM | Thursday | Indigenous (Anishinabek) Worldview and Institutional Success: Theory, Practice and Results of an Anishinabe Odziiwin Program on Mnidoo Mnising (Manitoulin Island, Northern Ontario |
| 28036 | Ignite Session 93: Culturally Responsive Education | 01:30 PM | 01:45 PM | Thursday | Fusing First Nations Studies into the Academy |
Ignite Session 59: Indigenous Languages - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27932 | Ignite Session 59: Indigenous Languages | 01:00 PM | 01:15 PM | Thursday | Aboriginal Literacy Foundations, Language and Cultural Affirmation- A Case Study |
| 27933 | Ignite Session 59: Indigenous Languages | 01:15 PM | 01:30 PM | Thursday | Mechif revitalization and mainstream education in Canada |
| 27934 | Ignite Session 59: Indigenous Languages | 01:30 PM | 01:45 PM | Thursday | Indigenizing the Grocery Shopping Experience: Cultivating the Linguistic Landscape of Our Community |
Ignite Session 97: Indigenous Pedagogy - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28046 | Ignite Session 97: Indigenous Pedagogy | 01:00 PM | 01:15 PM | Thursday | Universities and Culture; Walking the Talk |
| 28047 | Ignite Session 97: Indigenous Pedagogy | 01:15 PM | 01:30 PM | Thursday | WÄnanga - a way of knowing and doing |
| 28048 | Ignite Session 97: Indigenous Pedagogy | 01:30 PM | 01:45 PM | Thursday | Guyunggu Nyumba (Darkinjung/Yugambeh) way of being informing a framework of professional learning for teachers |
Ignite Session 91: Culturally Responsive Education - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28028 | Ignite Session 91: Culturally Responsive Education | 01:00 PM | 01:15 PM | Thursday | Partnerships and Pedagogy: Building capacity for non-Indigenous educational systems to improve achievement for Aboriginal and Torres Strait Islander students in mainstream schools. |
| 28029 | Ignite Session 91: Culturally Responsive Education | 01:15 PM | 01:30 PM | Thursday | Tahua Taunaki Akonga (Learner support) |
| 28030 | Ignite Session 91: Culturally Responsive Education | 01:30 PM | 01:45 PM | Thursday | The Indigenous Portfolio Process |
Ignite Session 101: Partnerships in Education - Thursday, July 27th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28058 | Ignite Session 101: Partnerships in Education | 01:00 PM | 01:15 PM | Thursday | Journey of Indigenous Scholars in Collaboration: Travel Study Peru |
| 28059 | Ignite Session 101: Partnerships in Education | 01:15 PM | 01:30 PM | Thursday | The International Indigenous Exchange Consortium: ‘Moondani Toombadool’ across the globe |
| 28060 | Ignite Session 101: Partnerships in Education | 01:30 PM | 01:45 PM | Thursday | Resilience in Collaboration - The Hui Fono Cross Cultural Experience |
FEATURE PRESENTATION: "Mālama Honua Worldwide Voyage - Education & Rediscovery"
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27543 | FEATURE PRESENTATION: "Mālama Honua Worldwide Voyage - Education & Rediscovery" | 01:00 PM | 01:45 PM | Thursday | Nainoa Thompson (Native Hawaiian,USA) | FEATURE PRESENTATION: | FEATURE PRESENTATION: "Mālama Honua Worldwide Voyage - Education & Rediscovery" | Charles Nainoa Thompson is the President of the Polynesian Voyaging Society and a master in the traditional Polynesian art of non‐instrument navigation. He is known as the first Hawaiian to practice the ancient art of navigation since the 14th century. Inspired by his kūpuna (elders), he has dedicated his life to exploring the deep meaning of voyaging. These important mentors taught him about the mysteries and sacredness of the ocean, about the stars and natural signs his ancestors used to navigate great ocean distances, and about the universal values of voyaging – of having a vision of islands rising from the sea, of self-discipline, preparation, courage, risk-taking and the spirit of aloha that would bind a crew on arduous journeys. These lessons and more guided Nainoa and Hōkūleʻa, a replica of an ancient Polynesian voyaging canoe, throughout Polynesia for 40 years and now around the world on the 4-year circumnavigation to “mālama honua” – care for the Island Earth. Nainoa will share about the history of Hōkūleʻa, the art of traditional Polynesian wayfinding, his unique experiences voyaging around the world, and the great navigators he has met in Hawaiʻi and around the world who are guiding their communities and our Island Earth towards a better destination. | Workshop | Indigenous Knowledge & Ways of Knowing |
Guyunggu Nyumba (Darkinjung/Yugambeh) way of being informing a framework of professional learning for teachers
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28265 | Guyunggu Nyumba (Darkinjung/Yugambeh) way of being informing a framework of professional learning for teachers | 01:00 PM | 01:45 PM | Thursday | Guyunggu Nyumba (Darkinjung/Yugambeh) way of being informing a framework of professional learning for teachers |
The land waits, moving beyond taking with giving back - Finding a balance through Aboriginal ways of seeing, knowing and being. As part of completing an EdD, I am developing a Framework of cultural knowledge and concepts to inform professional learning opportunities for non-Aboriginal teachers bringing answers to such questions as: What does respect and reciprocity mean? How can teachers put this into classroom practice? This workshop provides participants with an opportunity to consider, experience and critically reflect on some of the learning opportunities proposed, thus contributing to the ongoing development of the Framework. |
Workshop | Indigenous Pedagogy |
Sidax̱gigathl Gag̱oodim̓ (strengthening ourselves, our hearts) through the language and wisdom of our peoples
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28428 | Sidax̱gigathl Gag̱oodim̓ (strengthening ourselves, our hearts) through the language and wisdom of our peoples | 01:00 PM | 01:45 PM | Thursday | Amy (Nox Ayaa Wilt) Parent (Nisga'a,Canada) Keane (Walaks) Tait (Nisga'a,Canada) |
Sidax̱gigathl Gag̱oodim̓ (strengthening ourselves, our hearts) through the language and wisdom of our peoples | We aim to share our stories of teaching and learning in a Sim’algax oral language course that began in the fall of 2016. This course utilizes the techniques of the “Where are your keys†(Gardner, 2016) method to enhance the language proficiency of Vancouver Nisga’a language learners. We will share highlights of the pre-language self-assessments administered at the beginning of the course, as well as video logs taken throughout it, to track our language acquisition process. Finally, we weave our stories together through Txeemsim (trickster), a now familiar friend who has a knack for bringing new light to the complexities of Sim’algax urban language revitalization. | Workshop | Indigenous Languages |
Reconciliation (policy, programs, curriculum, experience) in Australian Public Schools: a snapshot
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28438 | Reconciliation (policy, programs, curriculum, experience) in Australian Public Schools: a snapshot | 01:00 PM | 01:45 PM | Thursday | Scott Gorringe (Mithaka,Australia) Ginibi Robinson (Aboriginal Australian,Bundjalung Nation) Talia Avrahamzon (Australia) |
Reconciliation (policy, programs, curriculum, experience) in Australian Public Schools: a snapshot | The Australian curriculum requires teachers and children to engage closely with 'reconciliation' as a cross-curriculum priority. The workshop will draw on initial findings of a study focussing on 8-10 year olds' experiences on how they are socialised about Aboriginal and Torres Strait Islander histories, cultures, and peoples, and reconciliation in Australian public schools. This workshop also draws on the experiences of staff in the State Education Department in their review and development of their own Reconciliation Action Plan (2016-19), a growing focus in schools, Government agencies and business to engage in reconciliation. | Workshop | Public Education for Reconciliation |
The role of Indigenous ambassadors at QUT
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28441 | The role of Indigenous ambassadors at QUT | 01:00 PM | 01:45 PM | Thursday | Todd Crawford (Aboriginal Australian) Emily Wells (Aboriginal ,Australia) Jed Fraser (Oodergoo Unit,Aboriginal Australian) Jade Scammell (Aboriginal Australian) |
The role of Indigenous ambassadors at QUT | The Queensland University of Technology (QUT) uses student ambassadors throughout the university to encourage high school students and the wider community to consider tertiary education. The Indigenous ambassadors at QUT are involved in a number of these roles. Including involvement with Indigenous university students from commencement of study through to completion, explore uni ambassadors working with high school students, Oodgeroo unit ambassadors attending expos and community events such as NAIDOC and finally working with high school students through the Oodgeroo Unit for school visits and programs such as the SID winter school. The presenters are all active student ambassadors at QUT. | Workshop | Culturally Responsive Education |
UniBound Programme
Topic: Culturally Responsive Education
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28182 | UniBound Programme | 02:00 PM | 02:45 PM | Thursday | Tracking stars: Actioning Tinto to increase student completion in the UniBound Academic Preparation Programme, University of Auckland. | ||
| 28183 | UniBound Programme | 02:00 PM | 02:45 PM | Thursday | UniBound Programme: Building academic resilience in school leavers without university entrance doing degree courses. |
Telling Australia's Hidden History
Topic: Teaching Indigenous Histories
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28172 | Telling Australia's Hidden History | 02:00 PM | 02:45 PM | Thursday | How to start a revolution in 7 days. The #SOSBLAKAUSTRALIA story | ||
| 28173 | Telling Australia's Hidden History | 02:00 PM | 02:45 PM | Thursday | AUSTRALIA'S BLAK HISTORY MONTH - 10 years strong |
Teacher Education Programs for Teaching Indigenous Languages
Topic: Indigenous Languages
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28168 | Teacher Education Programs for Teaching Indigenous Languages | 02:00 PM | 02:45 PM | Thursday | Developing the skills of Aboriginal language teachers: behind the scenes of Gumbaynggirr professional learning workshops | ||
| 28169 | Teacher Education Programs for Teaching Indigenous Languages | 02:00 PM | 02:45 PM | Thursday | The challenges of delivering university curriculum to initial teacher educators with wide ranging levels of Maori language proficiency |
Disrupting negative portrayals of Noongar people in the Western Australian news media
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27371 | Disrupting negative portrayals of Noongar people in the Western Australian news media | 02:00 PM | 02:45 PM | Thursday | Simon Forrest (Australia) Dawn Bennett (Australia) Michelle Johnston (Australia) Bonita Mason (Australia) Chris Thomson (Australia) |
Disrupting negative portrayals of Noongar people in the Western Australian news media | Since 2013, we have delivered a unit of learning called Aboriginal Community Engagement (ACE) that partners media students with Indigenous people to tell stories that celebrate Indigenous achievements, address Indigenous affairs issues, and disrupt negative news coverage. Delivered on the country of the Noongar people of south-western Australia, ACE encourages reconciliation and the revelation of misrecognised social truths. Our lecture will explore how five pedagogical approaches – on-country visits; critical reflexivity; place sensitivity; action research; and service learning – are employed to impart cross-cultural literacy that students are carrying into their professional practices. | Workshop | Arts |
Indigenous Institutional Building through Community Engagement
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27498 | Indigenous Institutional Building through Community Engagement | 02:00 PM | 02:45 PM | Thursday | Dr Verna Billy Minnabarriet (Canada , Shuswap, First Nation) Dr. Deborah Canada (Metis,Metis, Canada) |
Indigenous Institutional Building through Community Engagement | Access to Post-Secondary education continues to be an issue for rural and remote First Nations, Metis and Inuit people and communities. Many individuals do not have the option of leaving their communities, families or support systems. The alternative is to bring the post-secondary experience to them. This workshop will highlight two very innovative experiences which builds NVIT as an institution, engages community partnerships and the BC Ministry of Advanced Education. The Community Partnership engagements will explore how building community capacity lends itself to the capacity building of rural and remote communities. The second is how NVIT builds is staff and faculty credentials. | Workshop | Nationhood & Sustainability |
Science Through An Indigenous Lens - A Moth Study
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27419 | Science Through An Indigenous Lens - A Moth Study | 02:00 PM | 02:45 PM | Thursday | Tiahuia Kawe-Small (Raukawa ki Wharepuuhunga,New Zealand) Donna Moses-Heeney (Ngaati Awa,New Zealand) |
Science Through An Indigenous Lens - A Moth Study | Aotearoa-New Zealand is home to some 2000 species of moths of which 85% are endemic. This workshop will present an indigenous student voice in the scientific study of moths in our school environment; address some of the cultural challenges faced with western scientific approaches and a research/iwi collaboration that produced amazing resources that reflect indigenous knowledge. | Workshop | Indigenous Pedagogy |
"E tu i to tu: remoulding traditional Maori concepts of behaviour in teacher 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27679 | "E tu i to tu: remoulding traditional Maori concepts of behaviour in teacher education" | 02:00 PM | 02:45 PM | Thursday | Rangi te Whiu JURY (Lead Academic) (Ngati Raukawa) | "E tu i to tu: remoulding traditional Maori concepts of behaviour in teacher education" | Traditional MÄori concepts of behaviour have been diluted and misinterpreted since colonisation. The time is now to re-examine our understanding of 'whakamÄ' as a reflective tool, in order to shape our future. By definition, whakamÄ means to be ashamed, shy, bashful and or embarrassed. This need not be a negative concept; it can be seen in a positive light, as a trigger for transformative action. Case studies will demonstrate how we can appraise the mistakes of the past in order to move into the future, with a strong focus on MÄori concepts of behaviour in our teaching and learning. The tribal strategy of Whakatupuranga Rua Mano will be discussed as one example of how this can produce | Workshop | Culturally Responsive Education |
Separating Mortuary Byproducts from a Municipal Sewage System
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27369 | Separating Mortuary Byproducts from a Municipal Sewage System | 02:00 PM | 02:45 PM | Thursday | Raymond Farmer (Maori,Aotearoa New Zealand) Ian Ruru (Maori,Aotearoa New Zealand) Joanne Pere (Maori,Aotearoa New Zealand) Mona Lisa Smith (Maori,Aotearoa New Zealand) Anna Barber (Maori,Aotearoa New Zealand) |
Separating Mortuary Byproducts from a Municipal Sewage System | To Maori, all parts from tupapaku, the deceased, are extremely tapu and sacred and should be treated with respect and dignity. For half a century mortuary byproducts have formed part of the Gisborne municipal sewage system which has been discharged into its rivers and ocean. This practice violates all cultural and Maori scientific views and degrades the mauri and life force of Turanganui a Kiwa and its people. The practice has been contentious. Recently, local tribes through Te Runanga o Turanganui a Kiwa have made progress with the Gisborne District Council to investigate land-based solutions. This workshop provides the background to and the alternative solutions for this dilemma. | Workshop | Justice & Equity |
Working Towards Reconciliation in Mi'kma'ki through a Co-Learning Journey
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27392 | Working Towards Reconciliation in Mi'kma'ki through a Co-Learning Journey | 02:00 PM | 02:45 PM | Thursday | Stephen Augustine (Hereditary Chief) Kathy Snow () Emily Root () Mary Beth Doucette () |
Working Towards Reconciliation in Mi'kma'ki through a Co-Learning Journey | Unama'ki College at Cape Breton University offered an open-access, blended delivery, course during the 2016 winter term. Learning from Knowledge Keepers of Mi'kma'ki(MIKM 2701), surpassed enrollment expectations of the university and attracted learners from 16 different countries worldwide as well as from across Canada. Throughout the course, different people emerged as leaders and learners on the varied spaces the course conversations were held in: Facebook, Twitter and Face-to-Face. Reflections on learning and analysis of interactions online provided evidence to describe the co-learning process of the varied participants. Emergent themes from the co-learning journey will be shared. | Workshop | Innovations in Indigenous Education |
Our Indigenous Spirit Journey: A land-based Education Program through an Indigenous Lens
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27393 | Our Indigenous Spirit Journey: A land-based Education Program through an Indigenous Lens | 02:00 PM | 02:45 PM | Thursday | Cat Mark Criger (Cayuga, Turtle Clan from Six Nations) Jane New (Canadian) Melissa Berger (Canadian) MaryEllen Gucciardi (Canadian) |
Our Indigenous Spirit Journey: A land-based Education Program through an Indigenous Lens | This workshop explores the impact of combining Indigenous teachings with outdoor curriculum linked learning on youth facing life challenges as observed during the Indigenous Spirit Journey Program in Ontario.The ISJ brings university and high school partners together with community agencies for a program that interweaves three core components: Indigenous Aboriginal teachings and philosophies, edible gardening and horticulture therapy and field science. Designed to provide positive life and career pathways, promote intercultural understanding and build resilience, the program uses nature as a catalyst for change while fostering community partnerships and engagement | Workshop | Indigenous Pedagogy |
Indigenous Empowered Education: Cultivating Cultural Identity
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27507 | Indigenous Empowered Education: Cultivating Cultural Identity | 02:00 PM | 02:45 PM | Thursday | Kyrie Ransom (Kanienkehaka (Mohawk),Mohawks of Akwesasne (Canada)/Saint Regis Mohawk Tribe (U.S.)) James Ransom (Canada/United States) |
Indigenous Empowered Education: Cultivating Cultural Identity | Education has been used by colonizers as a tool of assimilation, by systematically stripping away children’s cultural identity. A 200% education model realigns school systems to provide 100% education from existing curricula, with an additional 100% of cultural content. Examining the complex Akwesasne education system, this workshop provides a qualitative analysis of the 1996 takeover of the St. Regis Mohawk School and the resiliency of Mohawk parents asserting their rights and responsibilities to educate their children. As a result of a 200% education model, students possess strong cultural identity when going outside of their communities in pursuit of higher education. | Workshop | Governance |
Reconcili-Action through the Arts
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27508 | Reconcili-Action through the Arts | 02:00 PM | 02:45 PM | Thursday | Ruby Medicine Crane (Blackfoot,Canada) Jamie Medicine Crane (Blackfoot,Canada) |
Reconcili-Action through the Arts | Teaching our children traditions, history & culture is vital to their identities. So they know who they are,where they come from & can see where they can go. It was the Chiefs who signed Treaty 7 that prophesied, “the future generations will not fight with bow & arrows. They will fight with the knowledge of two worlds.†This presentation is interactive & engaging with respect to traditional and contemporary ways of learning through dance and music to build resiliency, share teachings, and learn about history and culture.This workshop will identify&share Reconcili-Action through experiences,teaching strategies/activities,dance demonstrations,technology,live music & audience participation. | Workshop | Arts |
Maori, Aboriginals and Torres Strait Islanders Principals Collaboration
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27420 | Maori, Aboriginals and Torres Strait Islanders Principals Collaboration | 02:00 PM | 02:45 PM | Thursday | Leanne Lloyd -Otene (Maori,Ngatikuri Nga Puhi Maori New Zealand) Myles Ferris (Maori,Ngati Porou Maori New Zealand) Dyonne Anderson (Bunjalung Nation on the far North Coasts of NSW,Aboriginal Australia, Bundjalung) |
Maori, Aboriginals and Torres Strait Islanders Principals Collaboration | Maori Principals Association, New Zealand (Te Akatea) and The National Aboriginal and Torres Strait Islander Principals Association Australia (NATSIPA) have jointly collaborated to strategically support each other and to provide Professional support and development for its combined membership.The two organisations have been working together informally since 2012 and in 2016 they formalised their relationship at their inaugural bi-annual conference. Together the Executives of Te Akatea and NATSIPA will present their strategic plan and their visions for growing the capacity and capabilities of indigenous leaders, as well as being a voice for their peoples at National Policy level. | Workshop | Partnerships in Education |
Strengthing our Community Foundation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27435 | Strengthing our Community Foundation | 02:00 PM | 02:45 PM | Thursday | Callie Hill (Kanyenkeha,Canada/Kanyenkeha/Kanyenkehaka) Maracle Bonnie Jane (Kanyenkeha,Canada/Kanyenkeha/Kanyenkehaka) Janice Hill (Kanyenkehaka,Canada/Kanyenkeha/Kanyenkehaka) |
Strengthing our Community Foundation | Tsi Tyónnheht Onkwawén:na Language and Cultural Centre is a community-based organization with a mandate to revitalize and restore Kanyen'keha:ka language, culture and tradition through education and community-based programs. Programs include a nursery, a primary immersion school (K-4), an adult language program and community outreach. The outreach activities include weekend cultural workshops/talks, in-house language lessons at community organizations and historical commemorative events. There has been a tremendous growth in terms of language and culture in the community over a relatively short period of time. This workshop will discuss the evolution of the organization since its inception. | Workshop | Indigenous Languages |
Resilience thru Action—partnering to strengthen native identity & persistence through policy, practice, and advocacy.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27548 | Resilience thru Action—partnering to strengthen native identity & persistence through policy, practice, and advocacy. | 02:00 PM | 02:45 PM | Thursday | Walter Kahumoku III (Native Hawaiian,United States) Priscilla Maynor (Lumbee Tribe of North Carolina,United States) |
Resilience thru Action—partnering to strengthen native identity & persistence through policy, practice, and advocacy. | Over the last few decades, more and more indigenous communities have sought to take control of the education received by their young. To take control of native education, this presentation provides indigenous educational stakeholders with strength-based, native strategies that help to transmute educational systems for their students. We will provide specific tools, processes and frameworks for improving the well-being of generations through education. | Workshop | Nationhood & Sustainability |
Culturally Grounded Education Alliance: The Whitecap Dakota First Nation & Saskatoon Public Schools Co-Governance Model
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27550 | Culturally Grounded Education Alliance: The Whitecap Dakota First Nation & Saskatoon Public Schools Co-Governance Model | 02:00 PM | 02:45 PM | Thursday | Darcy Bear (Canada/Dakota) Ray Morrison (n/a,Canada) |
Culturally Grounded Education Alliance: The Whitecap Dakota First Nation & Saskatoon Public Schools Co-Governance Model | In 2014, the Whitecap Dakota First Nation and the Saskatoon Public Schools came together to sign an Education Partnership agreement, which promotes resilience and Indigenous sustainability through education. The Education Partnership with WDFN and SPS demonstrates a joint vision to provide the best available education to students while also respecting and supporting the Dakota culture and language. The development of this model addresses TRC Calls to Action related to Education. This presentation will bring together key decision-makers from WDFN and SPS to discuss the development of this innovative model and best practices coming out of the implementation of the agreement. | Workshop | Partnerships in Education |
Te Ara Raukura (Pathway of Chiefs)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27549 | Te Ara Raukura (Pathway of Chiefs) | 02:00 PM | 02:45 PM | Thursday | Porsha London (New Zealand) Raniera Dallas (Ngati Tuwharetoa Ngati Raukawa Ngai Tahu Ngati Mamoe,New Zealand, Ngai Tahu) |
Te Ara Raukura (Pathway of Chiefs) | In New Zealand the Ministry of Education has made a commitment to increasing the indigenous MÄori student secondary school achievement success. As a result of the MoE commitment to realizing success “Te Ara Raukura†(pathway of chiefs) was formed as a partnership between the local indigenous MÄori (Iwi, tribe) the MoE and seven secondary schools in the delivery of a collaborative leadership program. Te Ara Raukura is designed to develop agency for youth aged 13 to 15 years in order to effect change within their own schools. In this presentation we provide the findings from this action research intervention framework and highlight key enablers and challenges to realizing longterm success. | Workshop | Partnerships in Education |
a celebration and resilience for indigenous higher education in Taiwan
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27578 | a celebration and resilience for indigenous higher education in Taiwan | 02:00 PM | 02:45 PM | Thursday | Mimi Taraw (Amis people,Taiwan) Yi-fang Chen (Taiwan) |
a celebration and resilience for indigenous higher education in Taiwan | Learning, Knowledge, and the Transmission of Culture: A Study Based on the Course ‘Introduction to Ethnic Art’. This article is based on the teaching experience of the course ‘Introduction to Ethnic Art’ in the higher education in Taiwan. I examine the dynamic process between the course design of the teacher and the learning of the students. Given the fact that the backgrounds of the students are diverse, the course has become one of multi-cultural education and of indigenous education. This complicated situation is further explained by using the example of craft as a way of cultural learning, and the construction of knowledge that is embedded in the process of learning. | Workshop | Culturally Responsive Education |
Looking Forward Towards the End of Life: resilience matters
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27405 | Looking Forward Towards the End of Life: resilience matters | 02:00 PM | 02:45 PM | Thursday | Jennifer Carter (Maori,Raukawa- Aotearoa) Jennie Barr () Anthony Welch () |
Looking Forward Towards the End of Life: resilience matters | Resilience, the ability to bounce back from trauma is a powerful ally for people experiencing the end of the life.Understanding resilience across cultures and in context is an important beginning for culturally competent health professionals.Being aware of a person’s level of resilience on initial contact is crucial so that life enhancing questions can be addressed. This workshop will invite participants to review and discuss resilience scales required for assessing the resilience of those who have been given a terminal diagnosis.The intention being, that the reviewed tools will be introduced into the medical lexicon alongside the non-medical role of end of life doulas. | Workshop |
Ignite Session 5: Culturally Responsive Education - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27770 | Ignite Session 5: Culturally Responsive Education | 02:00 PM | 02:15 PM | Thursday | Beyond Critical Theory: Indigenous models of natural democracy |
| 27771 | Ignite Session 5: Culturally Responsive Education | 02:15 PM | 02:30 PM | Thursday | Indigenous (Anishinabek) Worldview Inclusion in Early Childhood Education: One Approach to Partnerships and Provincially Accredited Program Development on Mnidoo Mnising (Manitoulin Island, Northern Ontario) |
| 27772 | Ignite Session 5: Culturally Responsive Education | 02:30 PM | 02:45 PM | Thursday | Tricessment- Nga reo e toru: Building meaningful partnerships for children’s learning. |
Ignite Session 57: Culturally Responsive Education - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27926 | Ignite Session 57: Culturally Responsive Education | 02:00 PM | 02:15 PM | Thursday | Sqwiqw'l Centres: A Place-based Oral Language Development Program |
| 27927 | Ignite Session 57: Culturally Responsive Education | 02:15 PM | 02:30 PM | Thursday | "The Jungle School" education for the Sumatran hunter gatherer |
| 27928 | Ignite Session 57: Culturally Responsive Education | 02:30 PM | 02:45 PM | Thursday | Ovttas|Aktan|Aktesne. A repository of sámi learning materials |
Ignite Session 31: Innovations in Indigenous Education - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27848 | Ignite Session 31: Innovations in Indigenous Education | 02:00 PM | 02:15 PM | Thursday | Ngura Health and Education program |
| 27849 | Ignite Session 31: Innovations in Indigenous Education | 02:15 PM | 02:30 PM | Thursday | Dream of Wild Health: Reclaiming Indigenous Realtionships To Food, Land And Culture By Growing Garden Warriors |
| 27850 | Ignite Session 31: Innovations in Indigenous Education | 02:30 PM | 02:45 PM | Thursday | Animations for Health: Australian school students and university students using digital media for creative health education |
Ignite Session 41: Indigenous Pedagogy - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27878 | Ignite Session 41: Indigenous Pedagogy | 02:00 PM | 02:15 PM | Thursday | Indigenous knowledges in cultural competence education |
| 27879 | Ignite Session 41: Indigenous Pedagogy | 02:15 PM | 02:30 PM | Thursday | Indigenous Cultural Protocols in Higher Education |
| 27880 | Ignite Session 41: Indigenous Pedagogy | 02:30 PM | 02:45 PM | Thursday | The Navigators Path - a teaching, learning and pastoral framework driven my manako (mind), ngaakau (heart), koopuu (belly) and vaerua (spirit) |
Ignite Session 28: Culturally Responsive Education - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27840 | Ignite Session 28: Culturally Responsive Education | 02:15 PM | 02:30 PM | Thursday | The MMAK: A Holistic Study of an Anishinaabemowin Immersion School |
| 27841 | Ignite Session 28: Culturally Responsive Education | 02:30 PM | 02:45 PM | Thursday | Building Native Early Childhood Education from within Native Communities |
Ignite Session 10: Partnerships in Education - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27785 | Ignite Session 10: Partnerships in Education | 02:00 PM | 02:15 PM | Thursday | Solid Ground: A Collaborative Approach |
| 27786 | Ignite Session 10: Partnerships in Education | 02:15 PM | 02:30 PM | Thursday | "Weaving Our Story" - A Systems Approach (School District No.57): Weaving together Aboriginal Education with the Newly Revised British Columbia Curriculum |
| 27787 | Ignite Session 10: Partnerships in Education | 02:30 PM | 02:45 PM | Thursday | Wadjak Northside - Growing and Learning Together |
Ignite Session 81: Indigenous Pedagogy - Thursday, July 27th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27998 | Ignite Session 81: Indigenous Pedagogy | 02:00 PM | 02:15 PM | Thursday | Indigenizing the Institution - Exploring Alternate Pathways to Post-Secondary Admission for Indigenous Students |
| 27999 | Ignite Session 81: Indigenous Pedagogy | 02:15 PM | 02:30 PM | Thursday | Te Kaahu Atawhai: a holistic approach to advancing educational outcomes for Maaori student nurses in a mainstream setting |
| 28000 | Ignite Session 81: Indigenous Pedagogy | 02:30 PM | 02:45 PM | Thursday | Indigenous Graduate Attributes: Systematically embedding Indigenous Knowledges in the curriculum |
Maori mentors and their scholars: Post graduate supervision? A lesson in Indigenous higher learning mentoring through the stories of students and traditional master practitioners.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28439 | Maori mentors and their scholars: Post graduate supervision? A lesson in Indigenous higher learning mentoring through the stories of students and traditional master practitioners. | 02:00 PM | 02:45 PM | Thursday | Areta Kahu (Aotearoa ,New Zealand) | Maori mentors and their scholars: Post graduate supervision? A lesson in Indigenous higher learning mentoring through the stories of students and traditional master practitioners. | Stories have emerged of Maori post graduate students whose supervisory experiences were horror stories such as supervisors losing work or unavailability. An investigation found that "supervision" implies a one-way traffic of information to organise and absorb; that which is given by the supervisor and taken in by the student. Essentially, a more Indigenous concept of ‘supervision and student’ such as ‘mentor and student’ or those that can be found in tribal knowledge, requires consideration. A sharing of post graduate experiences will be made. Participants will be encouraged to identify tribal stories and elements of Indigenous mentorship to formulate a framework for post graduate work. | Workshop | Culturally Responsive Education |
Tū Rangatira - An Indigenous Educational Leadership Model
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28453 | Tū Rangatira - An Indigenous Educational Leadership Model | 02:00 PM | 02:45 PM | Thursday | Mark Rangi ( (Maori, Aotearoa,New Zealand) Renae Savage (Maori, Aotearoa,New Zealand) Arihia Stirling (Maori, Aotearoa,New Zealand) Zypheronee Kotlowski () |
Tū Rangatira - An Indigenous Educational Leadership Model | This is the journey of a tribal based school's vision to develop individual and school community excellence and creativity in a vibrant, respectful and purposeful learning community to improve their ability to participate as Maori citizens of the world. It defines what indigenous leadership looks like and how to aspire to teaching students to reach their potential, and the virtues of high quality citizenship through the 7 main key leadership areas. It provides a framework for an inclusive community minded approach to the education of their children and also promotes the practice of collective, distributive and servant hood leadership in education. | Workshop | Culturally Responsive Education |
My Story, Your Story - Our Story
Topic: Indigenous Knowledge & Ways of Knowing
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28144 | My Story, Your Story - Our Story | 03:00 PM | 03:45 PM | Thursday | My Story, Your Story - Our Story | ||
| 28145 | My Story, Your Story - Our Story | 03:00 PM | 03:45 PM | Thursday | Your Story, My story, Our Story- the Chapel Project |
Culture Based Leadership: Indigenous Student persistence at Utah Valley University with a CBL approach
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27526 | Culture Based Leadership: Indigenous Student persistence at Utah Valley University with a CBL approach | 03:00 PM | 03:45 PM | Thursday | Victor Narsimulu (Pacific Islander/Rotuman,United States) Kumen Louis (Navajo,United States) |
Culture Based Leadership: Indigenous Student persistence at Utah Valley University with a CBL approach | This workshop will theoretically show how Cultural Envoy works with students to develop, understand and refine facets of culture, identity and lived experience to facilitate their development as scholars, leaders, and stewards of a globally interdependent community. CELP participants learn to navigate and negotiate educational, community and social spaces by sharing diverse cultural perspectives through opportunities for engagement and outreach in institutional sponsored initiatives. Our students will also perform their traditional dances that has had a powerful influence on their persistence in college and healing from historical trauma. | Workshop | Indigenous Pedagogy |
The decolonization of a Faculty of Education: The leadership story
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27457 | The decolonization of a Faculty of Education: The leadership story | 03:00 PM | 03:45 PM | Thursday | Jacqueline Ottmann (Anishinaabe,Canada/Treaty 4/Fishing Lake First Nation) Dennis Sumara (Canada) Sharon Friesen (Canada) |
The decolonization of a Faculty of Education: The leadership story | Research and literature advocate for curricula, program and policy actions that encourage collaboration between governments, learning providers and communities that supports and enhances the post-secondary education experience for Indigenous peoples (RCAP, 1996; TRC, 2015). In 2015 the Werklund School of Education Indigenous Education Task Force realized the mandate to provide recommendations to the faculty for systemic and sustainable organizational change that would support Indigenous students and faculty, and strengthen overall policy, program and curriculum development. The Dean, Vice-Dean and the Director of Indigenous Education will share this story of institutional decolonization. | Workshop | Partnerships in Education |
Aboriginal Content and Pedagogy: Deepening Knowledge and Enhancing Teacher 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27477 | Aboriginal Content and Pedagogy: Deepening Knowledge and Enhancing Teacher Education | 03:00 PM | 03:45 PM | Thursday | Aliesha Arndt (Mohawk- Six Nations of the Grand River) Angela Nardozi (Settler,Canada) |
Aboriginal Content and Pedagogy: Deepening Knowledge and Enhancing Teacher Education | We are excited to discuss our multi-faceted approach to healing and reconciliation both in teacher education, and in classrooms. This includes the importance of and instruction on; historical and contemporary issues, building relationships with Indigenous knowledge holders and community members, and amplifying Indigenous voice within the institution. We will share strategies that increase willingness and readiness to include Indigenous content in teaching, and strategies that increase student engagement with Indigenous content. We will also introduce our online repository of resources accessible to those hoping to infuse Indigenous history, culture and pedagogy into daily practice. | Workshop | Public Education for Reconciliation |
BUILDING YOUTH RESILIENCE THROUGH CULTURE, DANCE, SKILL-BUILDING, ACTIVITIES AND EVALUATION IN AOTEAROA NEW ZEALAND.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27593 | BUILDING YOUTH RESILIENCE THROUGH CULTURE, DANCE, SKILL-BUILDING, ACTIVITIES AND EVALUATION IN AOTEAROA NEW ZEALAND. | 03:00 PM | 03:45 PM | Thursday | Cindy Mokomoko (Kaupapa Maori Health,Aotearoa, Tribes: Te Rarawa and Te Arawa) | BUILDING YOUTH RESILIENCE THROUGH CULTURE, DANCE, SKILL-BUILDING, ACTIVITIES AND EVALUATION IN AOTEAROA NEW ZEALAND. | Our programme demonstrates building youth resilience through culture, dance and leadership activities for MÄori – the indigenous people of New Zealand. We will present evaluations of two annual MÄori youth Leadership Academy Camps where adult and youth participatory evaluations of our programme were carried out. Alongside the annual camps, there is a weekly Hip Hop dance programme that threads cultural learning and values. The evaluation for this part of the programme is youth-led evaluation. Plans are to follow and evaluate attendees’ leadership progress over the next five years. Our programmes are culturally based. | Workshop | Nationhood & Sustainability |
NgÄ ritenga ako tÅ«turu: Authentic indigenous engagements towards teaching and learning
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27668 | NgÄ ritenga ako tÅ«turu: Authentic indigenous engagements towards teaching and learning | 03:00 PM | 03:45 PM | Thursday | Ngaroma Williams (Te Arawa, Tainui, Mataatua ngÄ iwi,Tanaga whenua o Aotearoa New Zealand - NZ MÄori) | NgÄ ritenga ako tÅ«turu: Authentic indigenous engagements towards teaching and learning | This fun interactive workshop offers practical applications of MÄori pedagogies: song,dance,storying and reasoning. The aim of this workshop is to unite the learners into a single cohesive group learning together, mindful of, and respectful of each others needs. Creating a safe, non-threatening environment in which optimum fun learning is realised and achieved by observing: 1. KÅrero i roto i te reo anake - the absence of one's own default language 2. Me awhiawhi i ngÄ tikanga - the respect for customs and beliefs 3. Kia ngÄkau mÄhki – this principle is utmost important. It incorporates the human values of truth, peace, harmony, right and proper conduct, kindness and goodwill. | Workshop | Culturally Responsive Education |
Dabaamalang Waybarra Miya: Mob of people weaving together, acting in concert
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27461 | Dabaamalang Waybarra Miya: Mob of people weaving together, acting in concert | 03:00 PM | 03:45 PM | Thursday | Lorraine Tye (Australia/Wiradjuri/Aboriginal) Linda Elliott (Australia) Susan Clancy () |
Dabaamalang Waybarra Miya: Mob of people weaving together, acting in concert | For Australia's first people place is intrinsically linked with Country, the term used to describe the site their particular group has inhabited for many thousands of years. Embedded within Country is the sense of wellbeing, healing, identity and belonging that is integral with practices of the culture and language of their Nation. This paper uses the lens of one Indigenous Elder, who, over many years, has navigated her own cultural pathway through her engagement with traditional artistic fibre practices. She has used her experiences to personally call together a community of like-minded people to attend a three day Cultural event, Dabaamalang Waybarra Miya. | Workshop | Arts |
Decolonizing the College: A First Peoples Initiative in Action
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27445 | Decolonizing the College: A First Peoples Initiative in Action | 03:00 PM | 03:45 PM | Thursday | Orenda Boucher-Curotte (Kanien’keha:ka, Haudenosaunee Confederacy, Territory of Kahnawake,Haudenosaunee Confederacy / Haudenosaunee Territory) | Decolonizing the College: A First Peoples Initiative in Action | Dawson College's First Peoples Initiative began consultations in 2014 with Indigenous community members to develop strategies to close its very large gap in the success rates between Indigenous and non-Indigenous students. Initially, Dawson had no services or programs for Indigenous students. By 2016 we had a First Peoples Centre and a college transition program for Indigenous students, both filled to capacity, and record-breaking attendance at college-wide and faculty educational opportunities on decolonization, reconciliation, resilience and resurgence. Find out how the various Indigenous communities served by Dawson have guided us through ongoing challenges in this decolonization process. | Workshop | Indigenous Pedagogy |
Understanding factors that attract First Nation students to research degrees
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27446 | Understanding factors that attract First Nation students to research degrees | 03:00 PM | 03:45 PM | Thursday | Michelle Trudgett (Wiradjuri (Indigenous Australian)) Susan Page (-,Aboriginal Australian) Neil Harrison (-,-) |
Understanding factors that attract First Nation students to research degrees | There is wide spread global momentum to increase the number of First Nation people undertaking Masters and Doctoral research programs. This presentation reports on findings that emerged from our Australian Research Council funded study which aims to establish a model of best practice for the supervision of Indigenous doctoral students. The study revealed a number of related factors including an understanding of why students choose to undertake research degrees at their particular institutions. We expect that these findings can contribute to the global mission of attracting more First Nation people into research degrees. | Workshop | Indigenous Research Methodology & Praxis |
THE QUESTION WAS NOT WHETHER OR NOT TESTING, BUT ON WHOSE TERMS? -The case of National Testing in Reading for Indigenous Sami children
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27386 | THE QUESTION WAS NOT WHETHER OR NOT TESTING, BUT ON WHOSE TERMS? -The case of National Testing in Reading for Indigenous Sami children | 03:00 PM | 03:45 PM | Thursday | Karen Inga Eira (Saami) Kamil Øzerk (Norway) Lisa Baal (Saami,Sápmi, Norway) Jan Henry Keskitalo (Saami,Sápmi, Norway) |
THE QUESTION WAS NOT WHETHER OR NOT TESTING, BUT ON WHOSE TERMS? -The case of National Testing in Reading for Indigenous Sami children | The aim is to highlight the background, process and the consequences of National Testing in Reading (NTR) for Indigenous Sami children in Norway. We give at short presentation of the dominating ideology behind the implementation of compulsory NTR in the mainstream Norwegian schools. We also tell more about what the Indigenous Sami people’s reaction was, and how it became to be not about whether or not NTR, but testing on whose terms? Then we take a look on what considerations are to be taken during developing the tests in the three Sami language variations that are most spoken in Norway, and what our results show. | Workshop | Culturally Responsive Education |
Indigenous education: A call to action
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27397 | Indigenous education: A call to action | 03:00 PM | 03:45 PM | Thursday | Yvonne Poitras Pratt (Metis) Solange Lalonde (Metis,Metis) Aubrey Hanson (Metis,Metis) Patricia Danyluk (Metis,Canada) |
Indigenous education: A call to action | Central to the Truth and Reconciliation Commission is an ethical call to educators, educational leaders, policymakers, and other concerned citizens, to embark on the work of reconciling relations between Indigenous and non-Indigenous people. Werklund School of Education faculty and students have been inspired to explore, and enact a decolonizing approach through innovative programming. Working alongside Elders and instructors, students explore themes of decolonization, aesthetic expressions, and critical service-learning through a community-based project that focuses on reconciliation. In this interactive workshop, participants will create their own aesthetic response to reconciliation. | Workshop | Innovations in Indigenous Education |
Good Intentions: A Call for Mainstream School Board Accountability
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27682 | Good Intentions: A Call for Mainstream School Board Accountability | 03:00 PM | 03:45 PM | Thursday | Richard Powless (Oneida Nation of the Thames) | Good Intentions: A Call for Mainstream School Board Accountability | For many Ontario First Nations, our children remain within the community while they attend primary grades in school. But what happens once they leave the reserve for high school? Our students encounter an educational environment that is alien to them. Students lack the support and mentorship that the FNMI Policy Framework promises. The provincial government and First Nations communities fund the school boards but are the boards accountable to either body? This also doesn’t account for students that live off reserve and find themselves not reflected in their teachers or support staff. Our response to this inconsistency and injustice is making those accountable for our children’s education | Workshop | Culturally Responsive Education |
Indigenous Education Strategy
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27698 | Indigenous Education Strategy | 03:00 PM | 03:45 PM | Thursday | Taunya Paquette (Saugeen First Nation) | Indigenous Education Strategy | Ontario is dedicated to improving the experience and success of Indigenous learners through the Indigenous Education Strategy. We will discuss the strategic policy context within which Ontario schools and education institutions work with Indigenous partners to set the foundation for improving achievement and well-being among Indigenous students in provincially-funded schools and supports lifelong learning. We will present the recommendations generated by Indigenous partners and education stakeholders at Ontario’s Indigenous Languages Symposium. The Symposium is the first step, in a multiyear strategy, to implement Ontario’s plan to support the revitalization of Indigenous languages. | Workshop | Public Education for Reconciliation |
Becoming a foremost indigenous-serving institution: Lessons from Hawaii
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27376 | Becoming a foremost indigenous-serving institution: Lessons from Hawaii | 03:00 PM | 03:45 PM | Thursday | Maenette Benham (Native Hawaiian) Nalani Balutski (Hawaiian,Hawaii) Lui Hokoana (Hawaiian,Hawaii) Judy Oliveira (Hawaiian,Hawaii) Taupouri Tangaro (Hawaii) |
Becoming a foremost indigenous-serving institution: Lessons from Hawaii | The University of Hawaii system has adopted language articulating a commitment to becoming a foremost Indigenous-serving institution. This language follows three decades of concerted efforts by a handful of primarily Native Hawaiian staff and faculty who have dedicated their lives to college readiness and success for Native Hawaiians. This new institutional commitment is rare among public universities. Many questions arise in this exceptional situation. To begin to answer these questions we present a panel of leaders in Native Hawaiian student post-secondary success and who have used Title III funding from the U.S. Department of Education to introduce more culturally relevant curricula. | Workshop | Innovations in Indigenous Education |
Structural oppressions facing Indigenous students in Canadian education
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27567 | Structural oppressions facing Indigenous students in Canadian education | 03:00 PM | 03:45 PM | Thursday | Anita Olsen Harper (Lac Seul, Ontario, Canada) Thompson Shirley (non-Indigenous,Canadian) |
Structural oppressions facing Indigenous students in Canadian education | Indigenous peoples globally have been subjected to colossal losses of their populations, cultures, identities, ways-of-being and distinct educational systems; these colonizing oppressions continue. This informative session raises awareness of the ongoing structural barriers that Indigenous students in Canada face as they pursue further education. We emphasize three structural or systemic oppressions that Indigenous students face: poverty, the suppression of Indigenous identities, racism and gender violence that are salient to practically all Indigenous students. Also discussed will be self-determination as a means of regaining traditional education, knowledge, histories and cultures. | Workshop | Justice & Equity |
My Truth, My Pedagogy...
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27680 | My Truth, My Pedagogy... | 03:00 PM | 03:45 PM | Thursday | Rebecca Gerrett-Magee (Yorta Yorta) | My Truth, My Pedagogy... | Teaching within a colonial institution, often to very hostile privileged students has seen me over the past eleven years develop a personal pedagogy that is strongly embedded in my Indigenous identity and the history of resilience of my family and the Yorta Yorta people. My pedagogy is based on personal narratives, my own included, that directly challenge the privileged position of the students I teach, while simultaneously giving space for other marginalised voices, in particular Indigenous ones. This workshop will explore my use of narrative and story as Indigenous pedagogy, and its impact on my students both Indigenous and non-Indigenous, but also on myself as an educator. | Workshop | Indigenous Pedagogy |
There are Maori mountains in my sweatlodge
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27672 | There are Maori mountains in my sweatlodge | 03:00 PM | 03:45 PM | Thursday | Paora Stanley (Ngai te rangi,New Zealand) | There are Maori mountains in my sweatlodge | Globally First Nations people have many similarities loss of, language, land, culture, violence, and excessive under-expectation. As a Maori male serving as the CEO of a Reservation in Quebec, I learnt just as much about my own culture as I did about Mi’gmaq traditions. The power of sweatlodge as medium of education, the integration of varying cultures, that also heals and provides pathways. In the darkness of a sweatlodge in Atlantic Canada, booms a Maori chant that was designed to move a mountain in my tribe, is used to move “mountains†in Eastern Canada. I will compare and contrast our two first nations, drawing sweatlodge as process and first nations culture as the solution. | Workshop | Indigenous Knowledge & Ways of Knowing |
Indigenous Language Certificate Program- University of Saskatchewan
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27645 | Indigenous Language Certificate Program- University of Saskatchewan | 03:00 PM | 03:45 PM | Thursday | Kevin Lewis (Cree,Treaty 6 Territory/ Ministikwan Lake Cree Nation) | Indigenous Language Certificate Program- University of Saskatchewan | The Indigenous Language Certificate is all about working with learners of all levels of fluency and literacy. The Indian Teacher Education Program, College of Education, University of Saskatchewan have created 10 courses to help anyone that wants to expand their Cree proficiency and literacy. Special focus will be on speaking and assisting people find their indigenous voices. | Workshop | Indigenous Languages |
Koorie Kids At School Program
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27663 | Koorie Kids At School Program | 03:00 PM | 03:45 PM | Thursday | Muriel Bamblett (Australia/Yorta Yorta & Dja Dja Wurrung/Aboriginal) | Koorie Kids At School Program | This workshop will introduce VACCA, Koorie Kids Stay At School Program and a 10 minute clip highlighting an example of our work through the program. Koorie Kids Stay At School Program in over a year has worked with 21 Aboriginal students aged from 10-16 who had a history of school disengagement, needing academic support, transitioning from Grade 6 to year 7 and Year 10 or finishing the final years of school with a range of learning & life challenges. The model focuses on working with the school to support engagement with Aboriginal students, regular contact, therapeutic & learning interventions, using culture as healing, men's & women's business, using Elders and supporting the family. | Workshop | Innovations in Indigenous Education |
P?horo - A model for M?ori Student Engagement'
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27665 | P?horo - A model for M?ori Student Engagement' | 03:00 PM | 03:45 PM | Thursday | Naomi Manu (NZ MÄori,New Zealand) | P?horo - A model for M?ori Student Engagement' | The workshop will present the evolution of a STEM Academy to support MÄori student and family engagement in STEM (science, technology, engineering and mathematics). The workshop will present findings following the first year of programme implementation including discussion around community development, whÄnau (family engagement), MÄori centred approach to learning and the potential impact on MÄori economic development. | Workshop | Innovations in Indigenous Education |
Ignite Session 74: Indigenous Knowledge & Ways of Knowing - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27977 | Ignite Session 74: Indigenous Knowledge & Ways of Knowing | 03:00 PM | 03:15 PM | Thursday | Ku Kia’i Mauna – Hawai’i |
| 27978 | Ignite Session 74: Indigenous Knowledge & Ways of Knowing | 03:15 PM | 03:30 PM | Thursday | Te Aumangea - Resilience |
| 27979 | Ignite Session 74: Indigenous Knowledge & Ways of Knowing | 03:30 PM | 03:45 PM | Thursday | Kura Kaupapa MÄori - Celebrating Resilience |
Ignite Session 75: Indigenous Languages - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27980 | Ignite Session 75: Indigenous Languages | 03:00 PM | 03:15 PM | Thursday | Xwemelch'stn EtsiÌmxwawtxw Mini-School Program Analysis |
| 27981 | Ignite Session 75: Indigenous Languages | 03:15 PM | 03:30 PM | Thursday | Lakota Living Language Project |
Ignite Session 77: Culturally Responsive Education - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27986 | Ignite Session 77: Culturally Responsive Education | 03:00 PM | 03:15 PM | Thursday | Dreaming ourselves strong: Building Aboriginal student resiliency through story |
| 27987 | Ignite Session 77: Culturally Responsive Education | 03:15 PM | 03:30 PM | Thursday | The Shaping Influences of A Capable Person - A Doctoral Research Project to Inform Aboriginal Education in the NWT (and in Canada) |
| 27988 | Ignite Session 77: Culturally Responsive Education | 03:30 PM | 03:45 PM | Thursday | The Power of Indigenous Storytelling in Education - A New Zealand Maori Perspective |
Ignite Session 7: Culturally Responsive Education - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27776 | Ignite Session 7: Culturally Responsive Education | 03:00 PM | 03:15 PM | Thursday | The Power of WE: Indigenous Program Development, Implementation, & Evaluation |
| 27777 | Ignite Session 7: Culturally Responsive Education | 03:15 PM | 03:30 PM | Thursday | Mohala i ka wai: Cultural Advantage as a Framework for Indigenous Culture-based Education and Student Outcomes |
| 27778 | Ignite Session 7: Culturally Responsive Education | 03:30 PM | 03:45 PM | Thursday | Aboriginal Peoples are from mother earth, most non-Aboriginals are from Pluto – Productive educational relationships demand cross-cultural understanding embedded in Mother Earth. |
Ignite Session 15: Culturally Responsive Education - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27800 | Ignite Session 15: Culturally Responsive Education | 03:00 PM | 03:15 PM | Thursday | First Nations Curriculum Framework Development |
| 27801 | Ignite Session 15: Culturally Responsive Education | 03:15 PM | 03:30 PM | Thursday | TÅ« Rangatira - an indigenous model of educational leadership E kore au e ngaro, te kÄkano i ruia mai i RangiÄtea |
| 27802 | Ignite Session 15: Culturally Responsive Education | 03:30 PM | 03:45 PM | Thursday | TAWHANA: Bridging the Gap. What takes precedence? Cultural tikanga or Western practices? An Indigenous Cultural Framework. |
Ignite Session 14: Health & Wellness - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27797 | Ignite Session 14: Health & Wellness | 03:00 PM | 03:15 PM | Thursday | Home Help Hope - Transforming services to high risk families |
| 27798 | Ignite Session 14: Health & Wellness | 03:15 PM | 03:30 PM | Thursday | The Turtle Garden-Meditation and Medicine |
| 27799 | Ignite Session 14: Health & Wellness | 03:30 PM | 03:45 PM | Thursday | Education from the Heart: Creating Indigenous Spaces of Healing |
Ignite Session 43: Indigenous Pedagogy - Thursday, July 27th - 15:00-15:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27884 | Ignite Session 43: Indigenous Pedagogy | 03:00 PM | 03:15 PM | Thursday | From Perception to Action: The Emergence of Heart Pedagogy |
| 27885 | Ignite Session 43: Indigenous Pedagogy | 03:15 PM | 03:30 PM | Thursday | Miyikosowin: Finding our Giftedness |
| 27886 | Ignite Session 43: Indigenous Pedagogy | 03:30 PM | 03:45 PM | Thursday | Taku Mana E |
Sacred Science of Circles; A Knowledge Building Process
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28434 | Sacred Science of Circles; A Knowledge Building Process | 03:00 PM | 03:45 PM | Thursday | Betty Bastien (Blackfoot. Treaty 7,Canada) Geraldine Potts (Stony, treaty 6,Canada) Angelina Prat (Dene Treaty 8 ,Canada) |
Sacred Science of Circles; A Knowledge Building Process | The workshop will present on Sacred Science of the Circle as a research method. The culture and society of Indigenous cultures work through the metaphor of the circle and has proven to be effective in the transmission of knowledge for centuries. The existence of Indigenous Knowledge systems is premised on the circle, on the renewal, relational and transformational wisdom of the natural world. The practice embodies the Spirit and Heart of Indigenous cultures and rekindles the connection to the Sacred. The workshop will present an epistemology for knowledge building processes for transformative learning. | Workshop | Indigenous Research Methodology & Praxis |
Education for Reconciliation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28437 | Education for Reconciliation | 03:00 PM | 03:45 PM | Thursday | Corinne Sperling (Metis,Canada) Gabrielle Christopherson (Metis-Cree,Canada) |
Education for Reconciliation | Education for Reconciliation is Alberta Education’s framework to improve relationships with Indigenous people throughout the education system. This workshop will highlight Ministry initiatives and projects for First Nation, Metis and Inuit student success and ensure that all Alberta students and teachers understand First Nations, Metis and Inuit perspectives and experiences in historical and contemporary contexts including residential schools and their legacy as well as treaties and agreements. Ministry staff will share their experiences of developing partnerships and joint commitments for professional learning, curriculum, and professional practice standards | Workshop | Public Education for Reconciliation |
The Historical Significance of Native Americans / First Nations at Harvard
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28481 | The Historical Significance of Native Americans / First Nations at Harvard | 03:00 PM | 03:45 PM | Thursday | Meagan Hill () | The Historical Significance of Native Americans / First Nations at Harvard | Meagan is a Harvard graduate from Six Nations. Meagan will discuss the historical significance of Native Americans / First Nations at Harvard and how there exists an opportunity to learn at one of the best institutions in the world. Additionally, she will talk about the cross collaboration (U.S.A. & Canada) that the program facilitates, the research opportunities that exist between participants, communities, and professors at Harvard, all of which help share the Indigenous world view. Meagan Hill, Mohawk from Six Nations, graduated from Harvard College and Harvard Business School. She created an executive education program in partnership with AFOA Canada at Harvard Business School for Native American / First Nation finance professionals. She started her career on Wall Street working in New York City at Morgan Stanley. Most recently, she spent several months working at the Ministry of Infrastructure in Ottawa, laying the groundwork for the Canadian Infrastructure Bank. Currently, she partners alongside management teams at small and medium-sized businesses in the U.S. and Canada to help grow and increase profitability of their companies. | Workshop | Partnerships in Education |
FEATURE PRESENTATION: WINU Conferring of Degrees
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28829 | FEATURE PRESENTATION: WINU Conferring of Degrees | 03:00 PM | 03:45 PM | Thursday | FEATURE PRESENTATION: WINU Conferring of Degrees | WINU (World Indigenous Nations University) is a world network for Indigenous higher education and an entity in its own right, founded upon and operating within the sovereignty of Indigenous peoples. Honorary doctorate degrees will be conferred on Dr. Rongo Wetere and Dr. Lionel Bordeaux, founders of the World Indigenous Nations Higher Education Consortium (WINHEC). | Workshop | Indigenous Knowledge & Ways of Knowing |
Strengthening Indigenous Communities through Family Involvement
Topic:
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28164 | Strengthening Indigenous Communities through Family Involvement | 04:00 PM | 04:45 PM | Thursday | Engaging Families by Supporting Native Language and Culture Through Home Visitation | ||
| 28165 | Strengthening Indigenous Communities through Family Involvement | 04:00 PM | 04:45 PM | Thursday | Strengthening Native Communities by Supporting Families Through Tribal Home Visiting |
Systemic Change Honoring Indigenous Knowledge
Topic: Nationhood & Sustainability
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28166 | Systemic Change Honoring Indigenous Knowledge | 04:00 PM | 04:45 PM | Thursday | Tribal Consultation Resources | ||
| 28167 | Systemic Change Honoring Indigenous Knowledge | 04:00 PM | 04:45 PM | Thursday | Systemic Change Honoring Indigenous Knowledge |
Developing effective assessment in Aboriginal Studies
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27596 | Developing effective assessment in Aboriginal Studies | 04:00 PM | 04:45 PM | Thursday | Corrinne Franklin (Wiradjuri (Aboriginal Australian)io90[']]]]]]) | Developing effective assessment in Aboriginal Studies | Assessing students in higher education is of high importance, shaping the experience of students and can influence and challenge their worldview. Developing assessment that stimulates students to learn about Indigenous people, places and philosophies yet simultaneously about themselves, their worldview and their environment can be challenging. Particularly when given the disciplinary range of students enrolled in Aboriginal studies, combined with a diversity of cultural backgrounds. This workshop encourages a transformative approach to thinking about Aboriginal studies, presenting an opportunity to develop assessment that enables all students to become motivated and inspired to learn. | Workshop | Innovations in Indigenous Education |
A celebration of Resilience - For Us, By Us, Our way - Mo Tatou, Ma Tatou, E ai kia Tatou
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27552 | A celebration of Resilience - For Us, By Us, Our way - Mo Tatou, Ma Tatou, E ai kia Tatou | 04:00 PM | 04:45 PM | Thursday | Arihia Amiria Stirling (New Zealand Aotearoa - Te Whanau A Apanui, Ngati Porou) Renae Maree Savage (Maori - Tangata Whenua,New Zealand Aotearoa - Te Whanau a Apanui, Ngati Porou) |
A celebration of Resilience - For Us, By Us, Our way - Mo Tatou, Ma Tatou, E ai kia Tatou | This workshop is the incredible story of a school community that fought its way through institutionalised racism to purse their dream to be a school for its community steeped in Maori traditions and the Maori language being the first language of choice in very hostile climate. The 30 year journey of a school community which rose above the significant challenges placed before them to becoming an excellent learning institution recognised by world leaders as innovative and inspirational and its key to success of validating indigenous knowledge and being ancestrally driven but future focussed. | Workshop | Indigenous Pedagogy |
Wiridjiribin Nura: Respect, Patience, Observation.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27681 | Wiridjiribin Nura: Respect, Patience, Observation. | 04:00 PM | 04:45 PM | Thursday | Rhett Burraston (Ngemba Country and Mandandanji Country (Australia),Ngemba Country and Mandandanji Country (Australia)) | Wiridjiribin Nura: Respect, Patience, Observation. | Wiridjiribin Nura is a multi-purpose learning space based in Reiby Juvenile Justice Centre and is used collaboratively with Dorchester Education and Training Unit as an area of cultural enrichment for young people residing in the centre. Wiridjiribin Nura has an emphasis on healing due to the profound influence of Aboriginal culture which in turn contributes to the increased engagement of education and positively affects the behaviours of youth in custody. Due to community input and decision making capacities held by Aboriginal staff, Wiridjiribin Nura is an example of when government institutions are flexible and courageous in order to cater to their clients, Aboriginal youth in custody. | Workshop | Culturally Responsive Education |
Kiowa Language Persistence and Teaching Our Histor(ies)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27704 | Kiowa Language Persistence and Teaching Our Histor(ies) | 04:00 PM | 04:45 PM | Thursday | Toni Tsatoke (Kiowa,US) | Kiowa Language Persistence and Teaching Our Histor(ies) | Despite a small population and difficult history marked by resistance & change, the Kiowa people have a strong culture that has survived great odds.Kiowa origins have been traced north to Saskatchewan, however a southward migration resulted in settlement in Oklahoma where the tribal headquarters remain. Systematic land cession has reduced the domain of the Kiowa to a disjointed "trust" land base and endangered language. Despite forced cultural and linguistic assimilation, many Kiowas have maintained the language. This presentation will offer, 1) Kiowa perspective of history, and related issues, 2) overview of current language efforts, and 3) resources for creating interactive language games. | Workshop | Teaching Indigenous Histories |
Boarding School Business: The Experiences of Indigenous Girls Attending Boarding Schools
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27632 | Boarding School Business: The Experiences of Indigenous Girls Attending Boarding Schools | 04:00 PM | 04:45 PM | Thursday | Jessa Rogers (Aboriginal Australian,Wiradjuri) | Boarding School Business: The Experiences of Indigenous Girls Attending Boarding Schools | Underpinned by Martin’s (2003) relatedness theory, I designed a study based on Indigenous research principles and methodologies. Creating an arts-based Indigenous research method specifically for the youth in my study (photoyarn) saw 45 Indigenous young women employing social media, mobile phone images, and yarning as co-researchers in NZ and AUS. These students, through their images and yarns, give personal insight into boarding school experiences young Indigenous women are having in Australia currently. I will share, with permission, student images and quotes alongside findings from my research, with recommendations toward achieving reconciliation in Australian boarding schools today. | Workshop | Indigenous Knowledge & Ways of Knowing |
Chicana Herstory- You've heard "History", now hear hers
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27656 | Chicana Herstory- You've heard "History", now hear hers | 04:00 PM | 04:45 PM | Thursday | Maria Ramirez (Chicana/Puerto Rican/Apache,United States of America) | Chicana Herstory- You've heard "History", now hear hers | Utilizing the Indigenous art of storytelling, oral history, rap music, and spoken word, including teatro, Maria presents a feminine perspective on what has transpired over these past 500+ years since 1492, when Columbus invaded the Americas. Before Columbus, over 70% of the Indigenous nations were peaceful and Clan centered. The invasion of 1492,followed by the infamous papal Bull of 1493 and its deadly "Doctrine of Discovery", ushered in genocide on a hemispheric level, disruption of native values, patriarchy, and a legacy of rape and violence against Mother Earth and women and children that haunt us to this day. Yet, a new cycle of unity is unfolding to end the reign of the 1%. | Workshop | Teaching Indigenous Histories |
Metis Nation of Alberta Social Determinants of Health: A community survey method
Topic: Indigenous research
| 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27436 | Metis Nation of Alberta Social Determinants of Health: A community survey method | 04:00 PM | 04:45 PM | Thursday | Britt Voaklander (Metis Nation of Alberta,Sara Hassen Parker) M. Jill Sporidis (Metis Nation of Alberta) |
Metis Nation of Alberta Social Determinants of Health: A community survey method | In Alberta, little information exists on the prevalence of the Social Determinants of Health of Metis people. In response to this gap of information the Métis Nation of Alberta in partnership with the University of Alberta has undertaken the development of a survey collecting information on the Social Determinants of Health along with risky health behaviors. Community data collection methods involve health and wellness workshops as a way to disseminate previous research, discuss and distribute the survey, and provide a space to collect community input on current health initiatives. Findings will be used to develop culturally sensitive health promotion education programs and materials. | Workshop | Indigenous research |
Mana ki te Mana: Socio-cultural shifts in teacher practice
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27448 | Mana ki te Mana: Socio-cultural shifts in teacher practice | 04:00 PM | 04:45 PM | Thursday | Dr Sonja Macfarlane (New Zealand) Professor Angus Macfarlane (Te Arawa Tribe,New Zealand) Porsha London (New Zealand) |
Mana ki te Mana: Socio-cultural shifts in teacher practice | In NZ a national school wide initiative under the auspices of the Ministry of Education (MoE) was introduced in 2010, a sequel to a Behaviour Summit which emphasized the need for schools to systemize their approaches in the area of education provision for students who present with challenging behaviour. The MoE contracted a south island university and tribal entity to work in partnership to trail a PLD project to respond to the needs of indigenous MÄori children and their families. Given the theme “A Celebration of Resilience†we present interim findings from a doctoral study that focuses on the shifts in teacher practice through the PLD framework mana ki te mana (authority with integrity). | Workshop | Culturally Responsive Education |
A?agwata:h??:ni? - Creating our path
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27449 | A?agwata:h??:ni? - Creating our path | 04:00 PM | 04:45 PM | Thursday | Karen Sandy (First Nation,Cayuga Nation of Sx Nations of the Grand River Territory) Kehte Deer (Mohawk Nation of the Six Nations of the Grand) Renae Hill (First Nation,Cayuga Nation at Six Nations) |
A?agwata:h??:ni? - Creating our path | Title: A?agwata:h??:ni? - Creating our path Six Nations Language Commission For over a decade, the Six Nations Language Commission has provided support to adult language immersion programs in our community. In that time, we have made significant progress in understanding the steps we must take to better support our programs and create a critical mass of speakers of the Haudenosaunee languages. In this lecture we take a retrospective look at language programming in the Six Nations community, and share our thoughts on these questions: What works, what can we leave behind? What did we used to do, what have we learned since? What is on the path ahead of us? Key insights include (relative to our languages): 100% immersion is crucial; Have a clear beginning, middle, and end to your program; Have something to measure against; Be reflective; Research, research, research; Have the right vision. Our presentation will also include the Cayuga language Program Manager to offer direct insights and discussion. | Workshop | Indigenous Languages |
The Inuit Bachelor of Education Program: An example of how partnerships, cultural inclusion, and Language delivery can combine to create a one-of-a-kind program.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27462 | The Inuit Bachelor of Education Program: An example of how partnerships, cultural inclusion, and Language delivery can combine to create a one-of-a-kind program. | 04:00 PM | 04:45 PM | Thursday | Jodie Lane (Inuit,Canada) Lucy Brennan (Inuit,Canada) Sylvia Moore (Inuit,Canada) |
The Inuit Bachelor of Education Program: An example of how partnerships, cultural inclusion, and Language delivery can combine to create a one-of-a-kind program. | A look at the steps taken, obstacles overcome and dreams realized in the creation of the Inuit Bachelor of Education program that has been infused with the Labrador Inuktitut Training Program curriculum to give students the added bonus of learning their language. The IBED is a culturally based program developed in partnership between the Nunatsiavut Government and Memorial University. To our knowledge, nowhere in the world will you find such a partnership between an academic institution and an Aboriginal Government to provide such an opportunity. This truly is groundbreaking work! | Workshop | Partnerships in Education |
Pēpi Pack (First Connections) Nau mai e rea kia mihi atu tō iwi ki a koe – Weaving our newest strands of Tahu
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27516 | Pēpi Pack (First Connections) Nau mai e rea kia mihi atu tō iwi ki a koe – Weaving our newest strands of Tahu | 04:00 PM | 04:45 PM | Thursday | Andre Konia (Maori,Aotearoa New Zealand) Jolene Marunui (Maori,Aotearoa New Zealand) |
Pēpi Pack (First Connections) Nau mai e rea kia mihi atu tō iwi ki a koe – Weaving our newest strands of Tahu | Ngai Tahu are a Maori tribe indigenous to Te Waipounamu (the South Island) of New Zealand. As a way of connecting whÄnau (families) to the tribe, a pÄ“pi (new born baby) pack was developed as a traditional woven baby basket. The basket was designed to keep babies safe to sleep and to connect whÄnau with their tribal ancestors. Each pack includes a whakapapa (family tree) scroll that links the baby to his/her ancestor from the tribe’s 1848 census with a green stone pendent unique to the pack. In this presentation we provide the findings from the first phase of this program and highlight key enablers and challenges to supporting families. | Workshop | Child Welfare |
Educational Emancipation to the New Millennium a Perspective From Maori and Native American
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27493 | Educational Emancipation to the New Millennium a Perspective From Maori and Native American | 04:00 PM | 04:45 PM | Thursday | Sophie Nock (Ngati Kuri Maori,New Zealand/Ngati Kuri/Maori) Deirdre Almeida (Lenni Lenape/Shawnee,United States/Lenni Lenape/Shawnee/Native American) |
Educational Emancipation to the New Millennium a Perspective From Maori and Native American | Education has been a major tool in the oppression of Indigenous people and has served as a means to destroy traditional cultures, tear apart families and exterminate languages. Indigenous nations are uniting in their mutual efforts to achieve educational emancipation. This is a presentation of mutual efforts between Maori and Native American scholars comparing each community's educational experiences under similar colonial systems and contemporary efforts to reclaim language and identity. It will examine oral traditions of Maori and Native Americans, the impact of colonial education systems, such as boarding schools, contemporary efforts of Maori and Native Americans to emancipate their education. | Workshop | Justice & Equity |
Unuhia te pou: Creating a culturally responsive environment for learners of te reo MÄori
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27700 | Unuhia te pou: Creating a culturally responsive environment for learners of te reo MÄori | 04:00 PM | 04:45 PM | Thursday | Te Hurinui Clarke (Aotearoa/ New Zealand) | Unuhia te pou: Creating a culturally responsive environment for learners of te reo MÄori | As tertiary institutions embrace technology by offering more programmes in online teaching and learning environments, teachers grapple with student engagement in these domains. This is a priority for language teachers wanting to create an online environment which is as stimulating as their face to face classes. As the technology has developed so too has the online pedagogy of language teachers however there are still opportunities to improve the levels of engagement with online learners. Sir (Professor) Mason Durie’s metaphor of the four pou (cornerstones or pillars) perhaps best describes what could be the missing element from the online engagement equation. | Workshop | Culturally Responsive Education |
Sensual Ethnomathematics
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27646 | Sensual Ethnomathematics | 04:00 PM | 04:45 PM | Thursday | Kori Czuy (Canada/Metis) | Sensual Ethnomathematics | Mathematics at its historical core has allowed human beings to better make sense of space & time. The recent abstract definition of math has divorced it from humanity and the everyday through colonization and its power of generalization and dichotomies of right vs wrong. Ethnomathematics brings math back to its roots through Indigenous ways of knowing and sensory methodologies, to broaden math again, encompassing the body, the senses, the environment, the spirit, and socialization. This workshop roots math through activities of storyknifing and birch bark biting, encircling valuable stories and cultures through the embedded ethnomathematics of these holistic knowings. | Workshop | Culturally Responsive Education |
Hao Kwi Tetnital: The Oneida Language Regenesis Project
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27659 | Hao Kwi Tetnital: The Oneida Language Regenesis Project | 04:00 PM | 04:45 PM | Thursday | (Oneida Nation – Turtle Clan,Canada) | Hao Kwi Tetnital: The Oneida Language Regenesis Project | Many First Nation communities are scrambling to save their disappearing languages. Limited resources both human and financial are being strained to their limits desperately trying to replicate programming that has shown even a glimmer of success on the front lines of language revitalization. The Oneida Regenesis Project tells the story of a group of Oneidas who have taken the time to study and apply global research models, to the program planning, development and shaping (through trial and error) of a model and method of teaching and learning Oneida as a second language, which is commensurate to the Oneida community context. This ethnographic case study is told from the emic perspective of the researcher-participant who is also director of the community language centre where the research is taking place. An Indigenist framework is used in the analysis of the responses and behaviours of the master speakers and cultural elders who are central to this work as the last remaining keepers of the Oneida language. Oneida ways of doing things and Oneida ways of understanding is central to the process emerging. This work may be useful to other groups who are struggling to save indigenous minority language from the brink of extinction. | Workshop | Indigenous Languages |
Mobilizing our Past to Succeed in the Future: Culturally Responsive Leadership from a Pacific Islander's Perspective
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27660 | Mobilizing our Past to Succeed in the Future: Culturally Responsive Leadership from a Pacific Islander's Perspective | 04:00 PM | 04:45 PM | Thursday | Mary Therese Hattori (Chamoru,GuÃ¥han) | Mobilizing our Past to Succeed in the Future: Culturally Responsive Leadership from a Pacific Islander's Perspective | In “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practiceâ€, Paris advocates for culturally sustaining pedagogy: “The term culturally sustaining requires that our pedagogies be more than responsive of or relevant to the cultural experiences and practices of young people—it requires that they support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence." I have experienced Paris’ ideal as applied to leadership and share elements of a culturally sustaining praxis based on my native Chamoru culture; this can serve as a model for other indigenous people. | Workshop | Nationhood & Sustainability |
Ignite Session 89: Culturally Responsive Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28022 | Ignite Session 89: Culturally Responsive Education | 04:00 PM | 04:15 PM | Thursday | The Path - From School Readiness to University |
| 28023 | Ignite Session 89: Culturally Responsive Education | 04:15 PM | 04:30 PM | Thursday | Alaska Native Scholars: A Mixed-methods Investigation of Factors Influencing Ph.D. Attainment |
| 28024 | Ignite Session 89: Culturally Responsive Education | 04:30 PM | 04:45 PM | Thursday | Canoe Futures |
Ignite Session 105: Culturally Responsive Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28071 | Ignite Session 105: Culturally Responsive Education | 04:15 PM | 04:30 PM | Thursday | Curriculum Based and Community Driven Programming for Indigenous Children and Youth |
| 28072 | Ignite Session 105: Culturally Responsive Education | 04:30 PM | 04:45 PM | Thursday | Innovation at the Edges; The Youth+ Education Model |
Ignite Session 53: Partnerships in Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27914 | Ignite Session 53: Partnerships in Education | 04:00 PM | 04:15 PM | Thursday | Widening the Circle, a collaborative conference on Indigenous education in Wisconsin, USA: development and evaluation of a homegrown conference. |
| 27915 | Ignite Session 53: Partnerships in Education | 04:15 PM | 04:30 PM | Thursday | ‘Shawane Dagosiwin’ Sharing Indigenous knowledges through conferences as sites of Indigenous learning. |
Ignite Session 73: Culturally Responsive Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27974 | Ignite Session 73: Culturally Responsive Education | 04:00 PM | 04:15 PM | Thursday | The Va'atele Framework: Building resilience through transformative Pasifika education |
| 27975 | Ignite Session 73: Culturally Responsive Education | 04:15 PM | 04:30 PM | Thursday | Residential School Survivor – The Next Generation of Stories of Resilience |
| 27976 | Ignite Session 73: Culturally Responsive Education | 04:30 PM | 04:45 PM | Thursday | 'The Strength of Shame: Stories of [Un Earthing] the Resilience of Aboriginal Women' |
Ignite Session 85: Culturally Responsive Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28010 | Ignite Session 85: Culturally Responsive Education | 04:00 PM | 04:15 PM | Thursday | Resilience and Persistence in Inuit Schools: Case Studies of Success |
| 28011 | Ignite Session 85: Culturally Responsive Education | 04:15 PM | 04:30 PM | Thursday | Māori (Student) Achievement at The University of Waikato, New Zealand: Advancing Māori success and overcoming challenges - an indigenous perspective |
| 28012 | Ignite Session 85: Culturally Responsive Education | 04:30 PM | 04:45 PM | Thursday | Framing Success Through Aboriginal Cultural Standards |
Ignite Session 21: Culturally Responsive Education - Thursday, July 27th - 16:00-16:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27818 | Ignite Session 21: Culturally Responsive Education | 04:00 PM | 04:15 PM | Thursday | Still Standing Strong - Our Spirit, Our Journey, Our Children |
| 27820 | Ignite Session 21: Culturally Responsive Education | 04:15 PM | 04:30 PM | Thursday | Culturally Responsive and Relational Pedagogy supported by Educationally Powerful Connections with Whanau and Iwi |
| 27819 | Ignite Session 21: Culturally Responsive Education | 04:30 PM | 04:45 PM | Thursday | Culturally Responsive Inclusion of Metis Content and Perspectives in an Urban Setting |
Elders Resiliency Strategies for youth Mentors
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28433 | Elders Resiliency Strategies for youth Mentors | 04:00 PM | 04:45 PM | Thursday | Darrell Anderson (Bigstone Cree Nation,Canada) Shelley Hamelin () Prescilla Auger () |
Elders Resiliency Strategies for youth Mentors | Our Wabasca/Desmarais School Mentors Club and the Local Elders Lodge are researching the history of resiliency in our Elders by discussing what happened in Residential School and throughout their lifespan. Mentors visit Elders on a weekly basis to interview and record the Elder's experiences. Through documentation and discussion students will be able to identify the different strategies that Elder's have used to survive and thrive. | Workshop | Lifelong Learning |
Building Strengths from Within: An Indigenous Framework for Diversity and Mentorship
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28440 | Building Strengths from Within: An Indigenous Framework for Diversity and Mentorship | 04:00 PM | 04:45 PM | Thursday | Zaa Derik Gammel Joseph (Tl'azt'en Nation, Dakelh,Canada) Andrew Judge (Aanishinaabe,Canada) Kyla Epstein (Jewish,South Africa) |
Building Strengths from Within: An Indigenous Framework for Diversity and Mentorship | Stories of success in Indigenous education help educators build upon the strengths already existing within. Our voices: Indigenous grad student, educator & faculty member engagement officer, merge to offer insight into a new initiative at BCIT - establishing an Indigenous Framework for Diversity and Mentorship. This initiative will contribute to an emerging body of scholarship that underscores the distinct knowledge that an Indigenous paradigm can offer a post secondary institution seeking to diversify. Our presentation will speak directly to the reality that supporting an increasingly diverse student body requires investment and enhancing the awarenesses of faculty, staff & management. | Workshop | Culturally Responsive Education |
Native Control of Native Education: A Systems Approach to Education and Advocacy in Hawai'i via Keaomalamalama
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28445 | Native Control of Native Education: A Systems Approach to Education and Advocacy in Hawai'i via Keaomalamalama | 04:00 PM | 04:45 PM | Thursday | Walter Kahumoku (Native Hawaiian,U.S.A. ) Lisa Watkins-Victorino (Native Hawaiian,U.S.A. ) Sylvia Hussey (Native Hawaiian,U.S.A. ) |
Native Control of Native Education: A Systems Approach to Education and Advocacy in Hawai'i via Keaomalamalama | The workshop will describe the transition of a group of like-minded individuals from event planners to a group of advocates who convene and collaborate with communities to realize the Native Hawaiian Education Vision, Mission and Goals. Come to learn about how individuals in the group "Keaomalamalama": answer the call of, persist in and perpetuate the work to revolutionize education for Native Hawaiians; strengthen generations of educators and leaders; operate agnostic of formal organization and Western governance constructs; and advance systemic work to exercise Native control of Native education. | Workshop | Governance |
Metis Control of Metis 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28444 | Metis Control of Metis Education | 04:00 PM | 04:45 PM | Thursday | Yvonne Poitras Pratt (Metis,Canada) Solange Lalonde (Metis,Canada) Guido Contreras (Metis,Canada) |
Metis Control of Metis Education | The recent formation of the Alberta Metis Education Council represents the collective resilience of the Metis to persevere through a legacy of destructive impacts caused by a colonial past. Due to limited funding and capacity, lack of awareness, and failure to engage, the Metis have been relegated to a marginalized positioning in the realm of education. In response to the intent of policy to silence and remove, we navigate beyond limitations of a colonial past to assert the role of education as an integral process of self-determination. We offer insights into how innovations in educational programming have allowed us to forge ahead with our collective values and vision and invite dialogue. | Workshop | Indigenous Pedagogy |
Collaborative pathways of leadership in education for Maori
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28454 | Collaborative pathways of leadership in education for Maori | 04:00 PM | 04:45 PM | Thursday | Makao Bowkett (Maori,Ngati Rangiwewehi, Te Arawa, Ngati Parewhero, Te Rarawa,New Zealand) | Collaborative pathways of leadership in education for Maori | Kaupapa Maori approaches to leadership that could assist secondary school principals and teachers to foster an environment to facilitate more appropriately, in Maori terms, the learning and teaching of Maori students were investigated in two types of secondary schools in Aotearoa New Zealand: one mainstream and one kaupapa Maori. In each school, interviews were undertaken with the two principals, groups of teachers and groups of parents. In addition two significant Maori leaders in education were interviewed for their insights into the state of Maori education. Through their authentic voices and experiences the hope is to inspire educators and researchers to seek better outcomes for Maori. | Workshop | Culturally Responsive Education |
Friday
Indian Teacher Education Program
Topic: Innovations in Indigenous Education
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28101 | Indian Teacher Education Program | 10:00 AM | 10:45 AM | Friday | 45 Years of First Nation Post Secondary Student Success - The Past, Present & Future of the Indian Teacher Education Program | ||
| 28102 | Indian Teacher Education Program | 10:00 AM | 10:45 AM | Friday | Mentorship and Learning Communities for Indigenous Students in the Indian Teacher Education Program | ||
| 28103 | Indian Teacher Education Program | 10:00 AM | 10:45 AM | Friday | Field Experiences from a First Nations Holistic Perspective |
Bridging Online Learning with Indigenous Pedagogy and Worldviews
Topic: Innovations in Indigenous Education
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28089 | Bridging Online Learning with Indigenous Pedagogy and Worldviews | 10:00 AM | 10:45 AM | Friday | Designing an online course for principals working in First Nations schools | ||
| 28090 | Bridging Online Learning with Indigenous Pedagogy and Worldviews | 10:00 AM | 10:45 AM | Friday | Bringing Indigenous ways of teaching and learning to online learning: A MOOC on Indigenous Worldviews |
language revitalization strategies and frameworks; what can we learn globally
Topic: Indigenous Languages
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28128 | language revitalization strategies and frameworks; what can we learn globally | 10:00 AM | 10:45 AM | Friday | Te Kupenga Reo o Ngatiwai - A Iwi Tribal revitalisation programme for Te Reo me Ona Tikanga | ||
| 28129 | language revitalization strategies and frameworks; what can we learn globally | 10:00 AM | 10:45 AM | Friday | Dah Dẕāhge Nodes̱idē: Implementing a Community-Based Tahltan Language Revitalization Framework |
T? te Manawa
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27547 | T? te Manawa | 10:00 AM | 10:45 AM | Friday | Hone Morris (MÄori,Aotearoa) Oriana Paewai (MÄori,Aotearoa) |
T? te Manawa | This presentation outlines an initiative, entitled ‘Tū Te Manawa’ (The heart stands in admiration/The heart stands still) originating from the activity of taunaha (bespeaking the land) by the ancestor Haunui-a-Nanaia. The initiative Tū Te Manawa involves erecting eight whare (educational kiosks) along the length of the Manawatū River at culturally important sites to house information and provide a place for people to engage in historical narrative and scientific knowledge; to enhance hapū and iwi (tribe) involvement in restoring the mauri of the Manawatu River; to increase the mana whenua (authority over land) of hapū, iwi and the wider community to the river. | Workshop | Justice & Equity |
Forced Community Closures and the New Roadmap
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27695 | Forced Community Closures and the New Roadmap | 10:00 AM | 10:45 AM | Friday | Tallulah Bieundurry (Walmatjarri People of Western Australia) | Forced Community Closures and the New Roadmap | The Forced Closure of Communities was a government proposal announced in 2014 to close the up to 150 remote Aboriginal communities within Western Australia's Kimberley Region. Aboriginal people in these communities suffer from poor health, unemployment, lack of education and abject poverty and are now under threat of being directly cut off from municipal services such as water and electricity. I will be discussing the issues that these communities are currently facing and the worsening of this due to their closures. These closures are a direct breach of the United Nations Declaration on the Rights of Indigenous People and should not be tolerated. | Workshop | Justice & Equity |
Recovering, Revitalization, and Restoring Our Families: Developing RESILIENCE, healing and WELLNESS, through Traditional Parenting
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27422 | Recovering, Revitalization, and Restoring Our Families: Developing RESILIENCE, healing and WELLNESS, through Traditional Parenting | 10:00 AM | 10:45 AM | Friday | Holly Fontaine (Saugeen First Nation,Anishinabe, Canada, Indigenous) Elma Arthurson (Hollow Water First Nation,Anishinabe, Canada, Indigenous) |
Recovering, Revitalization, and Restoring Our Families: Developing RESILIENCE, healing and WELLNESS, through Traditional Parenting | Parenting is the most important job any individual will have in their lifetime, it is also one of the most challenging. In a nurturing and empowering environment, this workshop will incorporate modern day parenting techniques and how communities historically came together to love and teach children. By acknowledging what we already know about healthy parenting techniques, young adults can benefit from these still that will lead to future families that are strong, proactive and grounded in our rich and vibrant history. | Workshop | Indigenous Knowledge & Ways of Knowing |
Rethinking the 'Aboriginal' in Aboriginal Service Provision
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27510 | Rethinking the 'Aboriginal' in Aboriginal Service Provision | 10:00 AM | 10:45 AM | Friday | Jack Gibson (Butucarbin Aboriginal Corporation,Australia - Wiradjuri) Jennifer Beale (Butucarbin Aboriginal Corporation,Australia - Gomeroi) |
Rethinking the 'Aboriginal' in Aboriginal Service Provision | The 1970s saw the establishment of an Aboriginal community sector across Australia: providing varied services. I pose the question, 'What does the prefix 'Aboriginal’ mean, in this context. The term Aboriginal is conflated with particular values, knowledge and sense of being. A commonsense view of "Aboriginal knowledge" has gained epistemic legitimacy. I argue that such commonsense notions are, in fact, constructed and may be complicit in maintaining particular power relationships that mark Aboriginal people as "other". I use Foucault's work to uncover the power structures and uneven power relations that Aboriginality may mask. | Workshop | Justice & Equity |
Yukon First Nations and Government Partnering for System Change in 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27517 | Yukon First Nations and Government Partnering for System Change in Education | 10:00 AM | 10:45 AM | Friday | Tosh Southwick (Kluane Lake First Nation,Yukon Territory, Canada) Judy Arnold (Kluane Lake First Nation,Canada) |
Yukon First Nations and Government Partnering for System Change in Education | The Yukon First Nations Education Commission and Yukon Education are working in partnership to improve the success of Yukon First Nations students. We have moved forward in the areas of: Evaluating together evidence of student performance; Redesigning curricula to address Yukon wide and local First Nations learning; Developing cultural inclusion standards to assess schools; Working in partnership on hiring of education staff and universal expectations for background knowledge; Designing a teacher evaluation process; Building educator capacity; Developing an engagement policy to ensuring that First Nations are involved at the beginning of all initiative in education. | Workshop | Partnerships in Education |
Celebrating Student Success in Indigenous Education in Canada: A Presentation of the Council of Ministers of Education, Canada (CMEC)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27487 | Celebrating Student Success in Indigenous Education in Canada: A Presentation of the Council of Ministers of Education, Canada (CMEC) | 10:00 AM | 10:45 AM | Friday | Christy Rochelle Bressette (Canada (Turtle Island)) Chantal Beaulieu (Canadian) |
Celebrating Student Success in Indigenous Education in Canada: A Presentation of the Council of Ministers of Education, Canada (CMEC) | Information will be shared about CMEC’s work, alongside provincial and territorial examples, in areas specific to Indigenous Education in Canada such as Indigenous education data collection and analysis, research on teacher training and Indigenous education, and information about several of its unprecedented national events such as the Summit on Aboriginal Education (2009), the Educators’ Forum on Aboriginal Education (2011) and the Aboriginal Educators’ Symposium (2015). CMEC is updating its work plan on Indigenous education in efforts to address the TRCC’s Calls to Action. At WIPCE 2017, CMEC will present on how it is addressing Call to Action #63 which is directed to CMEC. | Workshop | Culturally Responsive Education |
Stacking the hui – Persuading our university to build staff cultural capability to improve the educational experience of indigenous learners
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27486 | Stacking the hui – Persuading our university to build staff cultural capability to improve the educational experience of indigenous learners | 10:00 AM | 10:45 AM | Friday | Moana Oh (New Zealand Maori,Maori Ngat Rarua) Catherine Dunphy (New Zealand Maori,Taranaki) |
Stacking the hui – Persuading our university to build staff cultural capability to improve the educational experience of indigenous learners | In 2016 an academic colleague and I set out to persuade our employer, the largest tertiary institution in the country, of the need for compulsory staff cultural training. Our experience of the environment, the curriculum and the values that are dominant within the institution is such that despite the increasing representation and participation of indigenous staff and students in the institution it remains largely reflective of the white, privileged male power holders. The challenge that we have undertaken is driven by a desire to change the status quo and to ensure that the institution is a place that is reflective of its position within Aotearoa, New Zealand. | Workshop | Culturally Responsive Education |
Early Childhood Development for Immersion Approaches: Ways of Knowing and Neuroscience
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27509 | Early Childhood Development for Immersion Approaches: Ways of Knowing and Neuroscience | 10:00 AM | 10:45 AM | Friday | Stephanie Roy (Ojibwe,Canada) Jean Clinton () |
Early Childhood Development for Immersion Approaches: Ways of Knowing and Neuroscience |
Stephanie Roy and Dr. Jean Clinton bring together expertise from two separate worlds; indigenous education and neuroscience. Stephanie of KTEI has launched an Ojibwe immersion school for children 3 years of age to 9 where, based on language and cultural principles that are Reggio inspired using a culture based educational approach. Dr. Clinton, a child psychiatrist with a deep respect for indigenous ways of knowing, has been studying the Mohawk teachings and been amazed that only now is science catching up to these ancient teachings. Together they will present both the representation of the elders teachings, and also what non-indigenous educators can learn from this experience. |
Workshop | Indigenous Knowledge & Ways of Knowing |
Building Financial Resiliency 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27687 | Building Financial Resiliency In Native Hawaiian Communities | 10:00 AM | 10:45 AM | Friday | Saydee Pojas (Hawaii) | Building Financial Resiliency In Native Hawaiian Communities | Generational poverty plagues indigenous communities around the world. It is common to find indigenous people living in areas of high poverty, low economic opportunities and lack of financial knowledge. Learn how a Native Hawaiian non-profit (INPEACE) is helping to grow wealth for families by strengthening their personal finances. Traditional stories and proverbs are weaved into financial lessons to help families gain an insight of how Native Hawaiians were stewards of their resources many generations ago. Incorporating a cultural component into teaching financial capabilities is helping to bridge the gap between the lack of western financial knowledge and indigenous principles and values. | Workshop | Lifelong Learning |
Original songs about Ngā tūpuna Wahine o Kahungunu: Reasserting the reclamation and reaffirmation of Māori female identity
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27692 | Original songs about Ngā tūpuna Wahine o Kahungunu: Reasserting the reclamation and reaffirmation of Māori female identity | 10:00 AM | 10:45 AM | Friday | Sophronia Smith (Aotearoa/New Zealand) | Original songs about Ngā tūpuna Wahine o Kahungunu: Reasserting the reclamation and reaffirmation of Māori female identity | performance of original contemporary song about Ngā tupuna wahine o Kahungunu (female ancestors that whakapapa to the iwi, Kahungunu) will be followed by a discussion about the role of music to rejuvenate significant female ancestors from the tribe of Kahungunu as part of reclaiming and reaffirming female identity. In this vein of thought, contemporary song critiques and speaks back to the politics of gender and race which oppresses indigenous women, whilst advocating for social change. Kaupapa Māori validates composition as literacy, and critical thought which is a necessary part of the process of reclaiming and rewriting difference. | Workshop | Arts |
Indymarra Ngungilanna (Learning through Respect)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27361 | Indymarra Ngungilanna (Learning through Respect) | 10:00 AM | 10:45 AM | Friday | Mary Atkinson (Wiradjuri Nation Elder,Wiradjuri/Australia) Kerry Mowett (Australia) Karen Gardiner Gardiner (Australia) Nathan Cooper (Australia) Darren Wighton (Wiradjuri/Australia) Jane Plum (Australia) |
Indymarra Ngungilanna (Learning through Respect) | The biggest gap that still remains between Aboriginal & Torres Strait Islander & Non-Indigenous people is the cultural gap which exists due to lack of education, knowledge & understanding (Center for Cultural Competence. Australia 2016) Australia cannot close this gap until Non-Indigenous Australians increase their understandings of Aboriginal Cultures & develop the skills to become culturally competent at a personal & professional level. The Catholic Diocese of Wagga Wagga Schools System has commenced the journey of improving Cultural Awareness & Competence. This panel presentation will share the strategies that have engaged our educational staff & students in "Learning through Respect" | Workshop | Culturally Responsive Education |
Tokona te raki kia tÅ«, tokona te raki kia ora = Raising the horizon of opportunity for Ngai Tahu " Kaitoko MÄtauranga"
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27504 | Tokona te raki kia tÅ«, tokona te raki kia ora = Raising the horizon of opportunity for Ngai Tahu " Kaitoko MÄtauranga" | 10:00 AM | 10:45 AM | Friday | Andre Konia (Maori,Aotearoa New Zealand) Hemi Te Hemi (Maori,Aotearoa) |
Tokona te raki kia tÅ«, tokona te raki kia ora = Raising the horizon of opportunity for Ngai Tahu " Kaitoko MÄtauranga" | Ngai Tahu are a Maori tribe indigenous to Te Waipounamu (the South Island) of New Zealand. The Ngai Tahu people are committed to increasing achievement in education success. As a result of the self-determination of the indigenous MÄori tribe, education advisors (Kaitoko MÄtauranga) dedicated to providing a path to success “Kaitoko MÄtauranga †was created. These advisors have been appointed at their ancestral meeting houses across their region to support iwi members to prosper in education from cradle to grave. | Workshop | Lifelong Learning |
Maskwacis and Kehewin Youth Dance Troupe
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27573 | Maskwacis and Kehewin Youth Dance Troupe | 10:00 AM | 10:45 AM | Friday | Kevin Buffalo (Samson Cree Nation- Maskwacis, Alberta Canada) Vera Erasmus (Kehewin Cree,Canada- Cree (Kehewin, Alberta)) |
Maskwacis and Kehewin Youth Dance Troupe | We are a Youth Dance Troupe from the Maskwacis, Kehewin Cree and Paul First Nation in Alberta, Canada. We have been doing Indigenous Cultural performances for several years, demonstrating our uniqueness and strength in resiliency as a legacy for our cultural practices. The children range in age from 5 years- 19 years of age with adult mentors. We have youth singers, dancers and interpreters of the Cree and Stoney language and culture. Our youth have been sought after to present at other venues throughout North America and the world. Many of the Plain's territory and cultural dances are demonstrated with an array of colour, vast musical aspects and the proud heritage of the Cree. | Workshop | Arts |
How do Center for Sami language in edcuation for Sami children and youth??
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27382 | How do Center for Sami language in edcuation for Sami children and youth?? | 10:00 AM | 10:45 AM | Friday | Lisa Baal (Sami, Norway) Randi Juuso (Centre for Sámi Language in Education,Sami, Norway) Elle-Merete Utsi (Centre for Sámi Language in Education,Sami, Norway) Elin Fjellheim (Centre for Sámi Language in Education,Sami, Norway) |
How do Center for Sami language in edcuation for Sami children and youth?? | Centre for Sámi Language in Education is a resource centre at Sámi University of applied science. CSLE is a Resource specifically geared towards the education system from kindergarden stage to higher education. CSLE works widely to increase reading, writing and speaking in Sámi language in the population. Our work is in and for all the three Sámi learning languages in Norway; South-Sámi, Julev-Sámi and North-Sámi. CSLE is working to collect, build up, systemize, maintain and disseminate information, research results and studies on reading, writing and speaking Sámi language to all Levels of education. | Workshop | Indigenous Languages |
Our Children's Medicine- The Importance of Indigenous Education Models for Community and Business Collaborations
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27515 | Our Children's Medicine- The Importance of Indigenous Education Models for Community and Business Collaborations | 10:00 AM | 10:45 AM | Friday | Lindsey Lickers (First Nations,Cananda- Six Nations of the Grand River) John MacIntyre (n/a,n/a) |
Our Children's Medicine- The Importance of Indigenous Education Models for Community and Business Collaborations | In 2015, Prince’s Charities Canada and Birch Hill Equity Partners, joined forces to become engaged in activities that looked to address the significant gaps in employment and equity that Indigenous peoples were experiencing in Canada, and in particular throughout the business sector. From this goal the ‘Our Children’s Medicine’ initiative sprouted. One of the key components to the Our Children’s Medicine initiative is disseminating information through an Indigenous- Community led education model. In this workshop presentation we will share our trials, challenges, and how we achieved success through community and business partnership. | Workshop | Partnerships in Education |
Native Control of Native Education: A Systems Approach to Education and Advocacy at the National Indian Education Association (NIEA)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27418 | Native Control of Native Education: A Systems Approach to Education and Advocacy at the National Indian Education Association (NIEA) | 10:00 AM | 10:45 AM | Friday | Sylvia Hussey (Native Hawaiian,USA/Hawaii/Native Hawaiian) Ahniwake Rose (Native Hawaiian,USA/Cherokee-Muscogee Creek) Diana Cournoyer (Native Hawaiian,USA/Oglala SiouxMuscogee Creek) |
Native Control of Native Education: A Systems Approach to Education and Advocacy at the National Indian Education Association (NIEA) | Representing American Indians, Alaska Natives and Native Hawaiians, NIEA recognized the powerful opportunity to determine the future of native education in terms of definitions of student success, native language medium education, assessment, evaluation, teacher education and preparation, research, and public policy. In 2016, the NIEA Board of Directors created a Strategic Plan, Business Model and Tactical Framework to guide its 1,300 member organization. The workshop will review actual documents and processes used to focus on collective impact, a social enterprise based Business Model and plans for member implementation in exercising Native control of Native education. | Workshop | Governance |
Increasing Student Engagement through Indigenous Educational Models and Strategies
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27514 | Increasing Student Engagement through Indigenous Educational Models and Strategies | 10:00 AM | 10:45 AM | Friday | Kanoe Wilson (Native Hawaiian,Hawaiian) Joel Truesdell (United States) |
Increasing Student Engagement through Indigenous Educational Models and Strategies | Culture-based education and ‘Äina-based (Environmental) education have made tremendous strides in educating students in Hawai’i. These learning approaches provide “cutting edge†educational best practices that have been adopted and used throughout the United States. These practices help foster a generation of learners with a foundational understanding of where they come from and a sense of their home place. They also provide opportunity to strengthen students’ understanding of their identity and the necessity of embracing their roles in their respective communities and in the larger global community. | Workshop | Innovations in Indigenous Education |
Ignite Session 96: Culturally Responsive Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28043 | Ignite Session 96: Culturally Responsive Education | 10:00 AM | 10:22 AM | Friday | Developing a Faculty/Teacher Training Module On Turtle Island : Ethical and Practical Considerations |
| 28045 | Ignite Session 96: Culturally Responsive Education | 10:22 AM | 10:45 AM | Friday | E hoÊ»oulu i nÄ pua o HawaiÊ»i nei (to nurture the students of HawaiÊ»i): Building Cultural Humility in Pre-Service Teachers |
Ignite Session 63: Culturally Responsive Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27944 | Ignite Session 63: Culturally Responsive Education | 10:00 AM | 10:15 AM | Friday | Wikwemikong Enkiitangik Kinomaagewin: Student Success Program and the System-Wide Transformation of Education in a First Nations Education Authority |
| 27945 | Ignite Session 63: Culturally Responsive Education | 10:15 AM | 10:30 AM | Friday | Confident Learners: A Whole-School Literacy Program built with and for Indigenous Peoples |
| 27946 | Ignite Session 63: Culturally Responsive Education | 10:30 AM | 10:45 AM | Friday | Stories of Whanau (Family) Resilience through Whanau Literacy Programmes in Aotearoa - New Zealand |
Ignite Session 47: Innovations in Indigenous Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27898 | Ignite Session 47: Innovations in Indigenous Education | 10:30 AM | 10:45 AM | Friday | Te Pārekereke o Te Kī: Preparing the Seedbed’, Innovations in Indigenous Entrepreneurship Education |
Ignite Session 102: Culturally Responsive Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28061 | Ignite Session 102: Culturally Responsive Education | 10:00 AM | 10:15 AM | Friday | Aboriginal Student Achievement Plan |
| 28062 | Ignite Session 102: Culturally Responsive Education | 10:15 AM | 10:30 AM | Friday | Reconciliation through Truth-telling: Decolonizing education through resilient, authentic relationships. |
| 28063 | Ignite Session 102: Culturally Responsive Education | 10:30 AM | 10:45 AM | Friday | The TRC Calls to Action: Higher Education Responses |
Ignite Session 4: Public Education for Reconciliation - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27767 | Ignite Session 4: Public Education for Reconciliation | 10:00 AM | 10:15 AM | Friday | Critical Approaches to Pedagogies of Reconciliation |
| 27768 | Ignite Session 4: Public Education for Reconciliation | 10:15 AM | 10:30 AM | Friday | Indspire's Truth & Reconciliation Educator's Guide and Workshops |
| 27769 | Ignite Session 4: Public Education for Reconciliation | 10:30 AM | 10:45 AM | Friday | Education for Reconciliation; Realizing TRC Calls to Action in Education, Language, Culture and Health |
Ignite Session 64: Culturally Responsive Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27948 | Ignite Session 64: Culturally Responsive Education | 10:15 AM | 10:30 AM | Friday | Te Fale PouÄwhina |
| 27949 | Ignite Session 64: Culturally Responsive Education | 10:30 AM | 10:45 AM | Friday | Wairuatanga i te Matauranga: spirituality in education. |
Ignite Session 29: Culturally Responsive Education - Friday, July 28th - 10:00-10:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27842 | Ignite Session 29: Culturally Responsive Education | 10:00 AM | 10:15 AM | Friday | Restoring Roles and Relationships for Effective Inuit Education |
| 27843 | Ignite Session 29: Culturally Responsive Education | 10:15 AM | 10:30 AM | Friday | muylatina takariliya (embrace family) |
| 27844 | Ignite Session 29: Culturally Responsive Education | 10:30 AM | 10:45 AM | Friday | An indigenous approach to engaging family in education |
FEATURE PRESENTATION: "Kiingitanga: Our Culture"
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27714 | FEATURE PRESENTATION: "Kiingitanga: Our Culture" | 10:00 AM | 10:45 AM | Friday | Mamae Takerei (WAIKATO - TAINUI,Aotearoa New Zealand WAIKATO IWI - MAORI) Te Kahautu Maxwell () |
FEATURE PRESENTATION: | FEATURE PRESENTATION: "Kiingitanga: Our Culture" |
A celebration of our excellence in performing arts provides an inside view of the Maori world in this presentation. Our culture is a creation through all godly deities of the celestial realm. Disney's animated images of the obese demigod Maui, the petiite 'Moana' so demure and sexual? Are these images wanton examples of cultural appropriation for monetary benefit? |
Workshop | Indigenous Knowledge & Ways of Knowing |
Kia Manawaroa Building Resilience - Mellow Bumps in South Auckland NZ
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28300 | Kia Manawaroa Building Resilience - Mellow Bumps in South Auckland NZ | 10:00 AM | 10:45 AM | Friday | Tawera Ormsby (NZ Maori,New Zealand) Lynaire Doherty (NZ Maori,New Zealand) Maia Te Ra Fowler (NZ Maori,New Zealand) |
Kia Manawaroa Building Resilience - Mellow Bumps in South Auckland NZ |
Antenatal parenting program aimed at reducing stress and building relationships with unborn babies.Parents-to-be learn about themselves and their new baby-to-be, as well as the importance of relationship and communication.Some parents address critical issues such as depression and domestic violence through the use of strategies introduced during the sessions.Parents also follow up and engage with further postnatal services.This provides preliminary evidence of the effectiveness of an early intervention program which promotes maternal well being in pregnancy and later positive relationships between vulnerable parents and their babies. |
Workshop | Health & Wellness |
The Healing Curriculum: Recognizing the Wisdom of Our Ancestors Are The Best Practices Today
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28349 | The Healing Curriculum: Recognizing the Wisdom of Our Ancestors Are The Best Practices Today | 10:00 AM | 10:45 AM | Friday | Alison Benedict (Mohawk,Mohawks of Akwesasne, Mohawk Nation of Akwesasne, St. Regis Mohawk Tribe) Lisa Wabange (Ojibiway,Eagle Lake First Nation) |
The Healing Curriculum: Recognizing the Wisdom of Our Ancestors Are The Best Practices Today | A key aspect of reconciliation is understanding what happened; becoming trauma informed. This workshop will provide participants with an overview, experiential exercises and lessons learned from the two-day training, Trauma Informed Care: Framework for Practice with Aboriginal Peoples. It begins with the strengths and wisdom of Indigenous peoples prior to contact and continues into the present. Trauma Informed Care training utilizes an experiential approach, where participants are taken through the healing journey through engagement, co-creating safe space and reconnecting with their strengths and voice. It recognizes the wisdom, knowledge and experience of all participants. | Workshop | Health & Wellness |
Project Traditional Technology
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28448 | Project Traditional Technology | 10:00 AM | 10:45 AM | Friday | Lino Olopai (Carolinian and Chamorro,Commonwealth of the Northern Marianas Islands) Valrick Welch (Carolinian and Chamorro,Commonwealth of the Northern Marianas Islands) Patricia Kapileo (Carolinian and Chamorro,Commonwealth of the Northern Marianas Islands) |
Project Traditional Technology | The purpose of Project Traditional Technology is to increase inter-generational relationships. The project was first proposed by Elementary Students who wanted more technology; however, some elders felt technology was more of a problem than an educational solution. The elders told of grandchildren who no longer joined the family dinners because they needed to go where they could get a wi-fi connection to do their homework. Even when the students did eat together with the family, they were distracted with calls and texting. Project Traditional Technology deals with the students need for technology, and the elders concerns that technology is the problem. | Workshop | Information & Communications Technology |
Environmental Observation Consistent with Indigenous Worldviews
Topic: Indigenous Knowledge & Ways of Knowing
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28091 | Environmental Observation Consistent with Indigenous Worldviews | 11:00 AM | 11:45 AM | Friday | Huli'ia: A Community of Observers | ||
| 28092 | Environmental Observation Consistent with Indigenous Worldviews | 11:00 AM | 11:45 AM | Friday | Na Kilo Aina: Observers of our Sustenance |
Anishinaabe Language & Literacies: Teaching Practices in Manitoba
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27708 | Anishinaabe Language & Literacies: Teaching Practices in Manitoba | 11:00 AM | 11:45 AM | Friday | Violet Okemaw (First Nations - Ojibwe,Canada) | Anishinaabe Language & Literacies: Teaching Practices in Manitoba | This research study will focus on the deeper understandings of the relationships among Anishinaabe language and literacies, Indigenous Knowledge Systems (IKS), and bimaadiziwin by exploring current Aboriginal language teaching and learning practices. The study is based on the perceptions and experiences of four Anishinaabe language teachers in Manitoba, Canada, and informed by the author’s experiences as an Anishinaabe speaker, a former language teacher, a consultant, an instructor and a school administrator. The research is based on a theoretical and conceptual framework reflective of an Indigenous perspective. | Workshop | Indigenous Languages |
Lessons From the Earth
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27430 | Lessons From the Earth | 11:00 AM | 11:45 AM | Friday | Nancy Rowe (Mississaugas of New Credit First Nation,Canada) Jodie Williams (Canada) Isaac Murdoch (Anishinaabe,Serpent River First Nation) Colinda Clyne (Anishinaabe) |
Lessons From the Earth | This workshop will demonstrate the importance of initiating, establishing and maintaining, meaningful and mutually beneficial partnerships with educators, students, First Nation communities and organizations as a salient tenet of reconciliation in education systems. Through several collaborative projects, which prioritized the inclusion of Indigenous: Elders, Storytellers and Practitioners, resources on Education, Knowledge, Practice, History, Language and Health were developed. Participants will have the opportunity to interact with digital resources and discussion on delivering Indigenous Knowledge, dispelling misconceptions and identifying ways to build respectful community partnerships. | Workshop | Partnerships in Education |
Healing and Wellness in Two Worlds: A holistic approach to supporting Indigenous students
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27391 | Healing and Wellness in Two Worlds: A holistic approach to supporting Indigenous students | 11:00 AM | 11:45 AM | Friday | Natasha Young (Anishnaabe) Robert Baldwin (English, French Canadian, Anishnaabe) Cara Wehkamp (Algonquin/Anishnaabe) Laurie Schnarr (Canadian) |
Healing and Wellness in Two Worlds: A holistic approach to supporting Indigenous students | The University of Guelph has developed a collaborative and culturally responsive model that focuses on holistic (mental, emotional, spiritual, physical) wellness supports for Indigenous post-secondary learners. By harmonizing aspects of Indigenous wisdom and worldviews with appropriate, culturally respectful western-based therapeutic approaches, the aim is to more effectively engage and support Aboriginal students where they are in their personal healing and wellness journeys. Participants will gain an understanding of the Guelph model, the underlying context, lessons learned and future aspirations and will be encouraged to join the discussion and share about similar initiatives. | Workshop |
Building Communities Through Affordable Housing
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27439 | Building Communities Through Affordable Housing | 11:00 AM | 11:45 AM | Friday | Yvonne Wilson (Ngati Kahungunu ki Wairarapa,New Zealand) Justeen Perfect (Te Arawa te iwi,New Zealand) |
Building Communities Through Affordable Housing | Building communities Through Affordable housing In 2003 our trust, Te Runanga o Kirikiriroa an urban Maori authority set a goal for their beneficiaries of “economic development through housingâ€. Driving forward they formed a subsidiary company Ngaa Rau Taatangi Ltd to be “Building Communities through Affordable Homesâ€. Building communities, was to take our indigenous Papakainga or villages and reassert their mana (importance). We wanted our villages to once more “live†the saying “it takes a village to raise a childâ€, thereby elevating child safety and our values as paramount throughout the whole of its design. | Workshop | Business & Economics |
Turn the lights off - an indigenous approach to teaching and learning
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27641 | Turn the lights off - an indigenous approach to teaching and learning | 11:00 AM | 11:45 AM | Friday | Karyn Paringatai (MÄori,NgÄti Porou) | Turn the lights off - an indigenous approach to teaching and learning | This workshop will look at the use of indigenous knowledge systems and processes as a means of providing innovative approaches to enhancing student learning and experiences. I will outline how I have taken a pre-European MÄori method of teaching and learning in the dark, adapted it to suit the demographics and needs of my students and implemented it in to the teaching of MÄori performing arts at the University of Otago. It will reflect on the experiences gained by changing to this particular method. This workshop will include a practical component where participants will be given the opportunity to experience learning this way. | Workshop | Indigenous Knowledge & Ways of Knowing |
Oranga Whanau - healthy families
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27532 | Oranga Whanau - healthy families | 11:00 AM | 11:45 AM | Friday | Maia Te Ra Fowler (Aotearoa - Ngati Porou/Ngapuhi) Lyn Doherty (MÄori,Aotearoa - Ngapuhi/Ngati Porou) |
Oranga Whanau - healthy families | A co-design process was used with a group of Maori and Pacific parents whose children had been removed into state care has enabled their stories to be heard and used to develop insights for service providers and government agencies to improve their service models to maintain and strengthen whakapapa connections to whanau, hapu and iwi, and marae; and review decision-making processes with fairness and social justice in mind. This presentation will share the journey of parents voicing their aspirations to community, treasury and relevant government agencies where changes were explored during the experimentation phase of the process. | Workshop | Child Welfare |
Examining The Great Law of Peace in Academia: Experiences of Two Haudenosaunee Women Scholars
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27496 | Examining The Great Law of Peace in Academia: Experiences of Two Haudenosaunee Women Scholars | 11:00 AM | 11:45 AM | Friday | Toni House (Oneida,United States) Donna Goodleaf (Kanien'keha:ka,Kanien'keha:ka Nation) |
Examining The Great Law of Peace in Academia: Experiences of Two Haudenosaunee Women Scholars | This presentation will focus on the shared experiences and lessons learned from two Haudenosaunee Women scholars who incorporated the Great Law of Peace as an Indigenous theoretical framework within the context of community change, leadership development, and social justice within academic settings. Their presentation will highlight ways of introducing Haudenosaunee epistemologies as a cultural theoretical framework. The second part will discuss the methodologies and learning outcomes based on students’ comparative and critical analysis in relation to Western theories of community change and leadership development. Lastly, the presenters will discuss future research implications. | Workshop | Indigenous Pedagogy |
The Learning Paradigm Shift
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27460 | The Learning Paradigm Shift | 11:00 AM | 11:45 AM | Friday | Karl Kristian Olsen (Greenland) Ole Hjorth (Denmark) Soren Hjorth (Denmark/North America) |
The Learning Paradigm Shift | The educational challenge Greenland faces is not unique—low graduation rates due to insufficient basic skills in math and language is a common issue among indigenous peoples around the world. This affects the ability to remain self-sufficient in their respective communities. Greenland has partnered with renowned educator and trainer, Ole Hjorth, to create and deliver highly effective learning experiences that fit each student’s cognitive style and pace with tremendous success. This paradigm shift empowers teachers to provide accelerated learning that promotes retention of knowledge and skills, and is also the basis for a European Union cooperative development project managed by Hjorth. | Workshop | Innovations in Indigenous Education |
Djamu: connecting Indigenous students with artists, community and the museum
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27475 | Djamu: connecting Indigenous students with artists, community and the museum | 11:00 AM | 11:45 AM | Friday | Shari Lett (Aboriginal,Aboriginal Australian) Amanda Peacock (Australia) |
Djamu: connecting Indigenous students with artists, community and the museum | This art education program offers opportunities for Indigenous school students to access the museum's collections and resources and work directly with leading Indigenous artists and other specialists to develop art-making and art critical skills that lead to vocational pathways in the arts. The program is developed and delivered by Indigenous museum staff and school communities working in meaningful partnership with non-Indigenous colleagues to integrate Aboriginal and Torres Strait Islander concepts, perspectives and cultural practices. The program is responsive to specific community needs and aspirations and has contributed to improved school engagement. | Workshop | Partnerships in Education |
Aboriginal Child Well-Being Data in British Columbia
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27484 | Aboriginal Child Well-Being Data in British Columbia | 11:00 AM | 11:45 AM | Friday | Duane Jackson (Gitanmaax of the Gitxsan Nation,Canada) Carrie Anne Vanderhoop (Haida/ Aquinnah Wampanoag,Canada) |
Aboriginal Child Well-Being Data in British Columbia | This workshop will provide an overview of HELP's research work and Aboriginal child well-being data from the Early Development Instrument(EDI) and Middle Development Instrument(MDI)data,including: the role of HELP's Aboriginal Steering Committee, who advise on core research projects, including the cultural safety within research instruments, administration, data sharing, knowledge translation resources, and Indigenous community engagement; the process and principles guiding access to Aboriginal data(ownership, control, access, and possession) (OCAP®); and HELP’s knowledge translation work, learning from Indigenous community experiences, as applied in local community contexts. | Workshop | Indigenous Research Methodology & Praxis |
Stepping across boundaries: Toward an Indigenous Transgressive Leadership
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27483 | Stepping across boundaries: Toward an Indigenous Transgressive Leadership | 11:00 AM | 11:45 AM | Friday | Brent Debassige (Ojibwe-Anishinaabe,Canada/Ojibwe-Anishinaabe) Candace Brunette-Debassige (Ojibwe-Anishinaabe,Candace/Cree) |
Stepping across boundaries: Toward an Indigenous Transgressive Leadership | Building on the academic scholarship of Applied Critical Leadership (ACL), decolonizing theories and critical pedagogy, the authors investigate and conceptualize Indigenous Transgressive Leadership as an approach for transformational change in the mainstream university. In this presentation, the Indigenous authors share how they bring their experiences, identities, epistemic and ideological lenses to shape the ways that they work within and with others in the mainstream university to transgress dominant, colonial, sexist and racist cultural norms. | Workshop | Indigenous Pedagogy |
Decolonizing our Colonized Minds
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27471 | Decolonizing our Colonized Minds | 11:00 AM | 11:45 AM | Friday | Judith Thompson (Tahltan,Tahltan) Aaron Grant (Haida,Haida) |
Decolonizing our Colonized Minds | As Indigenous peoples in Canada, we begin from a colonized place. Indigenous Canadian children are raised in school systems that focus on Euro-Canadian worldviews and ways of knowing. In BC, there has been a move by the Ministry of Education to bring Indigenous ways of knowing into curriculum. However, the need to support Indigenous children to not only understand the many Indigenous worldviews, but to actually make that paradigm shift to the worldviews of their people, is paramount. Through the decolonization of curriculum and school environments, learning our peoples’ ways of knowing and ways of being will support that paradigm shift and the decolonization of our children's minds. | Workshop | Culturally Responsive Education |
Our Journey
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27529 | Our Journey | 11:00 AM | 11:45 AM | Friday | Lois Peeler (Australia) Leigh Waters (Yorta Yorta,Australia) |
Our Journey | Worawa Aboriginal College: a unique Aboriginal owned/governed college for Aboriginal students. All curriculum content is delivered through an indigenous lens. The workshop presents the 'Our Journey Project.' Students tell their story of culture and future hopes through arts of their choice. Supported in this journey by art experts and Elders, they created works and connected with culture and future. Filmed as they created, stories were told in their own language(and English)as they worked, students then co-edited the film with the filmographer. Workshop participants will have a workable project overview and inspiration to work from innate student resilience. | Workshop | Arts |
Indigenous Traditional Knowledge and Education for Disaster Prevention
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27440 | Indigenous Traditional Knowledge and Education for Disaster Prevention | 11:00 AM | 11:45 AM | Friday | Naomi Shimazaki (Ainu,Japan) Hiroyuki Nomoto (Ainu,Japan) Kenichiro Hirose (Ainu,Japan) |
Indigenous Traditional Knowledge and Education for Disaster Prevention | It has become more important to reevaluate and use our indigenous traditional knowledge to develop education for disaster prevention. Because huge disaiters like Sumatra and Japan teach us the importance to know what kind of disaser happened in local land. In this workshop, we will present first the case of Ainu peoples traditional knowledge and challenges to develop education for disaster prevention. After that, we will exchange the opinions and information about theme, asking participants to present the traditional knowledge and wisdom of own tribe to evacuate from the natural disasters and to save our lives and of descendants, developing school and community education. | Workshop | Indigenous Knowledge & Ways of Knowing |
Building strong and resilient youth
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27423 | Building strong and resilient youth | 11:00 AM | 11:45 AM | Friday | Josie S Nepinak (Awo Taan Healing Lodge Society, Calgary Alberta) Carolyn Woodroffe (Anishinabe, Treaty 4,Canada) Floranda kootenay (Stoney Nakoda, Treaty 7,Canada) |
Building strong and resilient youth | Awo Taan Healing Lodge, Youth Mentorship Program Colonial genocidal processes have separated Indigenous peoples from their culture, which has led to community, family, and individual suffering. This has had serious intergenerational impacts of trauma on Indigenous youth. Symptoms of this experience may include dropping out of school, teen pregnancy, substance abuse, violent relationships and potential incarceration. The goal of the program is to promote a strength-based approach and positive youth development with cultural mentors (ie. Elders and Traditional Knowledge Holders). | Workshop | Nationhood & Sustainability |
Sami Language in Svahken sijte – Vitalization of South Sami Language through preschool and school
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27383 | Sami Language in Svahken sijte – Vitalization of South Sami Language through preschool and school | 11:00 AM | 11:45 AM | Friday | Elin Fjellheim (Sami) Sig-Britt Persson (Sami,Saepmie, Norway and Sweden) Vanja Torkelsson (Sami,Saepmie, Norway and Sweden) Erika Jonsson (Sami,Saepmie, Norway and Sweden) |
Sami Language in Svahken sijte – Vitalization of South Sami Language through preschool and school | Lecture about the Language Incentive Project in Svahken Sïjte, the most southerly Saami reindeer herding area in Norway. The South Saami language is an endangered language spoken by a few hundred in the middle area of Norway and Sweden. In the 2000 the Saami Parliament in Norway passed funding for a project aimed at stimulating the use of Saami among children outside the area where the Saami Language Act is implemented. ElgÃ¥ Center for Developing Youth applied for funding and got it. The project would begin in the pre-school and follow the children through the primary grades. We will speak about the project background, the objectives, the teaching framework, the activities and the results. | Workshop | Indigenous Languages |
Ignite Session 106: Indigenous Languages - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28073 | Ignite Session 106: Indigenous Languages | 11:00 AM | 11:15 AM | Friday | NATIONAL CURRICULUM REFORMS AND THEIR IMPACT ON INDIGENOUS LANGUAGE |
| 28074 | Ignite Session 106: Indigenous Languages | 11:15 AM | 11:30 AM | Friday | Reclaiming Our Language Through Oral Tradition |
| 28075 | Ignite Session 106: Indigenous Languages | 11:30 AM | 11:45 AM | Friday | The Politics of Language and Translation: Psychology as a form of Violence |
Ignite Session 18: Culturally Responsive Education - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27809 | Ignite Session 18: Culturally Responsive Education | 11:00 AM | 11:15 AM | Friday | Collective respect: A cross-institutional framework for an interculturally inclusive curriculum |
| 27810 | Ignite Session 18: Culturally Responsive Education | 11:15 AM | 11:30 AM | Friday | Whole of institution approach to 'indigenising' university curriculum - The Indigenous Course Enrichment Project |
| 27811 | Ignite Session 18: Culturally Responsive Education | 11:30 AM | 11:45 AM | Friday | What are the engagement barriers among Maori students in a Tertiary classroom setting and the Maori Perspective. |
Ignite Session 99: Innovations in Indigenous Education - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28052 | Ignite Session 99: Innovations in Indigenous Education | 11:00 AM | 11:15 AM | Friday | Carved Code |
| 28053 | Ignite Session 99: Innovations in Indigenous Education | 11:15 AM | 11:30 AM | Friday | Technical Vocational Training |
| 28054 | Ignite Session 99: Innovations in Indigenous Education | 11:30 AM | 11:45 AM | Friday | Online and Engaged – Cultural Narratives in 21st Century |
Ignite Session 34: Indigenous Knowledge & Ways of Knowing - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27857 | Ignite Session 34: Indigenous Knowledge & Ways of Knowing | 11:00 AM | 11:15 AM | Friday | Te Aho Tapu (The Sacred Thread) in our time |
| 27858 | Ignite Session 34: Indigenous Knowledge & Ways of Knowing | 11:15 AM | 11:30 AM | Friday | My Tongue is my Spear |
| 27859 | Ignite Session 34: Indigenous Knowledge & Ways of Knowing | 11:30 AM | 11:45 AM | Friday | Kara Buai, Our Family: Upholding a Sense of Belonging Somewhere Else's Country |
Ignite Session 83: Culturally Responsive Education - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28004 | Ignite Session 83: Culturally Responsive Education | 11:00 AM | 11:15 AM | Friday | What Should Inuit Qaujimajatuqangit Look Like in our High School in Pangnirtung, Nunavut? |
| 28005 | Ignite Session 83: Culturally Responsive Education | 11:15 AM | 11:30 AM | Friday | In pursuit of a common purpose: Strategic focus for 2017 and beyond |
| 28006 | Ignite Session 83: Culturally Responsive Education | 11:30 AM | 11:45 AM | Friday | The resilience of Mātauranga Māori – Te Hono o Te Kahurangi |
Ignite Session 79: Indigenous Pedagogy - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27992 | Ignite Session 79: Indigenous Pedagogy | 11:00 AM | 11:15 AM | Friday | Four Directions Holistic Wisdom Teachings |
| 27993 | Ignite Session 79: Indigenous Pedagogy | 11:15 AM | 11:30 AM | Friday | A Youth Exchange through Arts & Technology: Stories of Identity, Culture, Community & Place |
| 27994 | Ignite Session 79: Indigenous Pedagogy | 11:30 AM | 11:45 AM | Friday | The Self-Portrait: A Narrative Inquiry into the Experiences of an Indigenous Post-secondary Student |
Ignite Session 61: Lifelong Learning - Friday, July 28th - 11:00-11:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27938 | Ignite Session 61: Lifelong Learning | 11:00 AM | 11:15 AM | Friday | Relationships, Resiliency & Restorative Practice |
| 27939 | Ignite Session 61: Lifelong Learning | 11:15 AM | 11:30 AM | Friday | Empowering Oneself Through Cultural Healing Methods |
| 27940 | Ignite Session 61: Lifelong Learning | 11:30 AM | 11:45 AM | Friday | Exploring your own Aboriginality at University |
Hodinohso:ni Ambassador Program
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27669 | Hodinohso:ni Ambassador Program | 11:00 AM | 11:45 AM | Friday | Nichole Martin (Six Nations of the Grand River Territory,Canada) | Hodinohso:ni Ambassador Program | This workshop will highlight the Hodinohso:ni Ambassador Program model. This model seeks to systematize opportunities for Indigenous education and learning for youth ages 13 to 24 to foster cultural resilience, a strong cultural identity,and self-confidence. This youth driven initiative will work with community partners to engage youth helping them to develop and maintain healthy relationships, and the ability to navigate community resources with the ultimate goal of improved well-being for Indigenous youth and by extension Indigenous Communities. The program has completed its initial pilot over the summer of 2016 and will continue for three additional summer intakes in 2017, 2018,& 2019 | Workshop | Nationhood & Sustainability |
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.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28340 | 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. | 11:00 AM | 11:45 AM | Friday | Poihakena Wiremu Tipuna (Aotearoa, Ngati Kahungunu ki te Wairoa, Maori,New Zealand) | 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. | This research paper describes the design, delivery and outcomes of a successful peer-led indigenous student engagement initiative within a New Zealand University setting, guided by the Treaty of Waitangi principles of Partnership, Protection, and Participation. The first section describes how the program's design reflected and responded to key themes from the literature as well as essential cultural principles. The second section describes the vision of the program structure and outcomes from 2015 to the most recent developments that assist the objective goal of indigenous Maori academic and social success. | Workshop | Indigenous Pedagogy |
College Prep in Six Weeks? It can be accomplished with a Board Game Strategy in the classroom
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28357 | College Prep in Six Weeks? It can be accomplished with a Board Game Strategy in the classroom | 11:00 AM | 11:45 AM | Friday | Natahnee Winder (USA) Kaylie Pacheco (Navajo,USA) Michelle Froman (Mohawk) |
College Prep in Six Weeks? It can be accomplished with a Board Game Strategy in the classroom | This presentation focuses on three narratives: 1) a rising Indigenous high school senior's perspective on the importance of college preparation during a summer program and the encountered obstacles regarding college preparation at a remote U.S. high school, 2) voices of rising high schools seniors who utilized the college prep game board, and 3) importance of college prep for students who did not complete secondary school. The journey to college is a path of self-discovery, knowledge, and opportunities to transform and develop Indigenous students as leaders. A kinetic college prep course can help to cultivate a classroom environment and discuss higher education. | Workshop | Innovations in Indigenous Education |
Murrup Barak - Education, Employment and Empowerment toward Self-determination.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28358 | Murrup Barak - Education, Employment and Empowerment toward Self-determination. | 11:00 AM | 11:45 AM | Friday | Nicole Major (Bundjalung,Aboriginal Australian) | Murrup Barak - Education, Employment and Empowerment toward Self-determination. | Murrup Barak, Melbourne Institute for Indigenous Development at the University of Melbourne has been forging a path to reconciliation and Indigenous empowerment through education and employment opportunities that are unique, innovate and sustainable. The workshop will look at the distictive offerings of the Indigenous only Bachelor of Arts (extended) and Bachelor of Science (extended) and the college/residential placements with cultural, pastoral and academic support.In addition this workshop will look at and discuss the unique opportunities offered through the Indigenous Australian Employment Development Porgram (IAEDP) which aims to increse employment and training opportunites. | Workshop | Culturally Responsive Education |
Ottawa Inuit Children’s Centre (OICC)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28374 | Ottawa Inuit Children’s Centre (OICC) | 11:00 AM | 11:45 AM | Friday | Rachel Quinn (Inuit ,Canada) | Ottawa Inuit Children’s Centre (OICC) | This session will explore the history of Inuit, how it has affected Inuit populations, and the role of the Ottawa Inuit Children’s Centre (OICC) in keeping Inuit culture and language alive in Ottawa. It will highlight best practices used to promote and retain culture including Inuit culture and values (IQ), involving Elders, land based activities, traditional practices and food, and language. | Workshop | Partnerships in Education |
Revitalizing the Waters of Waipi’o: Reporting the Impact of Culturally-Driven, Place-based Education with Aloha on Native Hawaiian Youth
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28375 | Revitalizing the Waters of Waipi’o: Reporting the Impact of Culturally-Driven, Place-based Education with Aloha on Native Hawaiian Youth | 11:00 AM | 11:45 AM | Friday | Nalei Kahakalau (United States, Hawai'i) | Revitalizing the Waters of Waipi’o: Reporting the Impact of Culturally-Driven, Place-based Education with Aloha on Native Hawaiian Youth | This presentation shares the effect of a Hawaiian-focused Pedagogy of Aloha on native Hawaiian middle and high school students who participated as co-researchers in an 8-year historic stream study in remote Waipi'o Valley. Camping every other week from Monday to Thursday as an extended family in Waipi'o, allowed students to regularly gather data in the field and learn hands-on how to grow, gather and prepare their food. They also learned place names, stories, chants, songs and proverbs and intimately got to know the valley. In the end, the study confirmed not just the revitalization of the stream and its native fauna and flora, but inspiring healing and comprehensive student growth. | Workshop | Indigenous Knowledge & Ways of Knowing |
Enabling Indigenous Prosperity: Unleashing the Maori Entrepreneurial Spirit
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28429 | Enabling Indigenous Prosperity: Unleashing the Maori Entrepreneurial Spirit | 11:00 AM | 11:45 AM | Friday | Kiri Dell (New Zealand) | Enabling Indigenous Prosperity: Unleashing the Maori Entrepreneurial Spirit | A vibrant economy is fundamental to the wellbeing of our indigenous communities. Entrepreneurship can help indigenous communities take advantage of opportunities to create to the lives they want to live. This workshop details the success of a recent entrepreneurial indigenous initiative at The University of Auckland called ‘Whiua ki te Ao: Unleashing to World’. Whiua ki te Ao encourages Maori entrepreneurs to connect with their communities, non-Maori, other students and staff to collaborate and generate ideas that help to progress themselves and their communities. The workshop then takes participants through Te Ara Hihiri – an entrepreneurial tool that helps people to develop business ideas | Workshop | Business & Economics |
Intregrating Indigenous Knowledge & Culture into the Curriculum in New Ways
Topic: Culturally Responsive Education
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28121 | Intregrating Indigenous Knowledge & Culture into the Curriculum in New Ways | 01:00 PM | 01:45 PM | Friday | Expanding Educational Technologies to Include Cultural Teachings | ||
| 28122 | Intregrating Indigenous Knowledge & Culture into the Curriculum in New Ways | 01:00 PM | 01:45 PM | Friday | An Anishinaabe School Calendar: A Small Proposal |
Establishing Nationhood in Australia
Topic: Nationhood & Sustainability
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28093 | Establishing Nationhood in Australia | 01:00 PM | 01:45 PM | Friday | Australian Nation Building and Governance | ||
| 28094 | Establishing Nationhood in Australia | 01:00 PM | 01:45 PM | Friday | Straight Talk - Indigenous Women's empowerment |
Maintaining Values & Ethics based on Indigenous Worldviews in Research
Topic: Indigenous Research Methodology & Praxis
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28136 | Maintaining Values & Ethics based on Indigenous Worldviews in Research | 01:00 PM | 01:45 PM | Friday | Rangahau – Indigenous Inquiry to Replace Western notions of Research | ||
| 28138 | Maintaining Values & Ethics based on Indigenous Worldviews in Research | 01:00 PM | 01:45 PM | Friday | Nothing About Us Without Us: Protecting Indigenous Knowledges through Oral Histories and Culturally Safe Research Practices |
WIIJI KAKENDAASODAA: FIRST NATIONS CHILDREN EXCEL AS READERS AND WRITERS
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27518 | WIIJI KAKENDAASODAA: FIRST NATIONS CHILDREN EXCEL AS READERS AND WRITERS | 01:00 PM | 01:45 PM | Friday | STEVEN STYERS (MOHAWK,SIX NATIONS) JULIA O'SULLIVAN (SEE AUTHOR 1 ABOVE,SEE AUTHOR 1 ABOVE) |
WIIJI KAKENDAASODAA: FIRST NATIONS CHILDREN EXCEL AS READERS AND WRITERS | WIIJI KAKENDAASODAA IS A HIGHLY SUCCESSFUL EARLY LITERACY PROJECT IN TWO FIRST NATIONS SCHOOLS. IT RESULTS FROM A 6 YEAR PARTNERSHIP BETWEEN WALPOLE ISLAND FIRST NATION, KETTLE AND STONY POINT FIRST NATION AND THE MARTIN FAMILY INITIATIVE, LED BY FORMER CANADIAN PRIME MINISTER THE RT. HON. PAUL MARTIN. WHEN THE PROJECT BEGAN ONLY 20% OF YOUNG CHILDREN AT WALPOLE ISLAND ELEMENTARY AND HILLSIDE SCHOOL WERE READING AT GRADE LEVEL. WHEN IT ENDED 80% WERE READING AT GRADE LEVEL AND THE NUMBER OF CHILDREN IDENTIFIED FOR SPECIAL EDUCATION SERVICES HAD FALLEN FROM 45% TO 19%. IN THIS WORKSHOP WE DESCRIBE THE PROJECT AND DISCUSS IMPLICATIONS FOR OTHER SCHOOLS WORKING TO IMPROVE EARLY LITERACY. | Workshop | Culturally Responsive Education |
FINDING QWAMQWÆMT: RE-IMAGINING POST-SECONDARY EDUCATION FOR ABORIGINAL PEOPLE
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27480 | FINDING QWAMQWÆMT: RE-IMAGINING POST-SECONDARY EDUCATION FOR ABORIGINAL PEOPLE | 01:00 PM | 01:45 PM | Friday | John Chenoweth (Canada) Aruna Gore (Fiji Island) |
FINDING QWAMQWÆMT: RE-IMAGINING POST-SECONDARY EDUCATION FOR ABORIGINAL PEOPLE | This presentation examines how educational completion rates for Aboriginal people are directly correlated to systemic factors that continue to marginalize Aboriginal students within the public education system in Canada. The systemic deficits counters a common narrative that the struggle with Aboriginal educational success lies within the struggles of the Aboriginal student. The focus of this presentation is to share a systems-based analysis tool rooted in Okanagan pedagogy to critically examine the deficits and showcase opportunities in the educational system. | Workshop | Culturally Responsive Education |
Ballet, A White dominant construct? I think not.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27431 | Ballet, A White dominant construct? I think not. | 01:00 PM | 01:45 PM | Friday | Elizabeth Tailby (Kamilaroi) Felicity Mandile () Jacob Williams () |
Ballet, A White dominant construct? I think not. | A new concept in partnership has been developed between the Queensland Ballet and South East Region's Indigenous Education Team. Between the two organisations and the Mununjali people of Beaudesert, stories have been shared, relationships built and lessons have been developed to distribute around Queensland schools. This relationship is but phase one in busting the myth that Indigenous Knowledges have no place in a white dominant structure. | Workshop | Partnerships in Education |
How do you feed your Ê»Äina & kai (land & ocean)? The Application of Western and Native Hawaiian Science in scientific research and natural resource management and monitoring efforts throughout the PaeÊ»Äina o HawaiÊ»i Nei (Hawaiian Archipelago)
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27362 | How do you feed your Ê»Äina & kai (land & ocean)? The Application of Western and Native Hawaiian Science in scientific research and natural resource management and monitoring efforts throughout the PaeÊ»Äina o HawaiÊ»i Nei (Hawaiian Archipelago) | 01:00 PM | 01:45 PM | Friday | HÅkÅ«okahalelani Pihana (Native Hawaiian,United States/Native Hawaiian/Native Hawaiian) Ursula Chong (Native Hawaiian,United States/Native Hawaiian/Native Hawaiian) Ulupuamahinamaikalani Peleiholani-Blankenfeld (Native Hawaiian,United States/Native Hawaiian/Native Hawaiian) Christian Ward (Native Hawaiian,United States/Native Hawaiian/Native Hawaiian) Qiyamah Williams (Native Hawaiian,United States/African-American/African-American) Larri-Anna Viogt (Native Hawaiian,American Samoa/Samoan/Samoan) Kialoa Mossman (Native Hawaiian,USA/Native Hawaiian/Native Hawaiian) |
How do you feed your Ê»Äina & kai (land & ocean)? The Application of Western and Native Hawaiian Science in scientific research and natural resource management and monitoring efforts throughout the PaeÊ»Äina o HawaiÊ»i Nei (Hawaiian Archipelago) | The application of Western and Native Hawaiian science in scientific research and natural resource management in HawaiÊ»i provides a broader understanding of how to care and speak for our environment. Native Hawaiian management and monitoring practices when combined with Western science methods enables scientists, cultural practitioners, and community members to work collaboratively to conduct scientifically rigorous research that is culturally relevant. This workshop will engage participants in hands-on activities and group discussions relating to natural resource management and monitoring efforts that contribute to the overall health and wellness of our community and HawaiÊ»i Nei. | Workshop | Indigenous Knowledge & Ways of Knowing |
Well-Healthy Relationships: Engaging a Community
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27454 | Well-Healthy Relationships: Engaging a Community | 01:00 PM | 01:45 PM | Friday | Kelley Bird-Naytowhow (Montreal Lake Cree Nation,Canada) Tamara Pearl (One Arrow First Nation,Canada) Sarah Knudson (Canada) |
Well-Healthy Relationships: Engaging a Community | There is limited knowledge about intimate relationships for those with disabilities, particularly amongst Indigenous cultures in urban areas. This talking circle workshop will engage in discussions about Indigenous ways of being and knowing as they relate to one’s wellbeing and health. We base our discussions on community-focused research in progress about disabilities and relationships, and efforts at improving socialization and safe meeting spaces for disabled Indigenous persons. Through this workshop, we aim to create an ethical space parallel to the ethical space we have been creating within our research community, and underline the importance of reciprocity in transformative research. | Workshop |
Supporting Transitions to Post Secondary Education: Metis Nation of Ontario Infinite Reach Program
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27455 | Supporting Transitions to Post Secondary Education: Metis Nation of Ontario Infinite Reach Program | 01:00 PM | 01:45 PM | Friday | Jennifer St. Germain (Metis,Canada/Metis Nation of Ontario) Alicia Blore (Metis,Canada/Metis Nation of Ontario) Scott Carpenter (Metis,Canada/Metis Nation of Ontario) |
Supporting Transitions to Post Secondary Education: Metis Nation of Ontario Infinite Reach Program | The Métis Nation of Ontario Infinite Reach Program (MNOIRP) is comprised of several initiatives created to ease the transition of Métis students to post-secondary and increase the likelihood of Métis learners achieving their academic objectives. The MNOIRP is structured as a community or network of Métis learners that provides information on academic services, cultural events and funding opportunities for Métis students. In this way the MNO Infinite Reach programme remains consistent with traditional Métis values and customs by acknowledging that each member of the community brings with them unique experiences that when shared can empower others. | Workshop | Innovations in Indigenous Education |
Weaving Design into the Intersectionality of Indigenous Education and Employment
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27485 | Weaving Design into the Intersectionality of Indigenous Education and Employment | 01:00 PM | 01:45 PM | Friday | Daniele Hromek (Aboriginal,Budawang/Yuin) Cassie Willis (Aboriginal,Ngemba/Yuwaalaraay) |
Weaving Design into the Intersectionality of Indigenous Education and Employment | An Indigenous-led project to rebrand the university's Indigenous employment strategy and house key Indigenous texts utilises the simplicity of a box as a design object while transforming it to a cultural object via embedded memory and meaning. Bringing together two designers from different disciplines, this project demonstrates how Indigenous design theory and methodology can mediate cross-cultural understanding and self-determination to meet a real-world brief. Collaborative design weaves intention into tangible cultural heritage, exploring themes such as place, mapping, Indigenous knowledges and weaving, all experienced through the cultural backgrounds of Aboriginal women. | Workshop | Indigenous Knowledge & Ways of Knowing |
Overcoming Tragedy: Educating and Engaging Students from Isolated Northern Communities
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27425 | Overcoming Tragedy: Educating and Engaging Students from Isolated Northern Communities | 01:00 PM | 01:45 PM | Friday | Sarah Johnson (Weagamow First Nation,Canada - Oji-Cree) Brandon Wright (Canada) Geoff Lindberg (Canada) |
Overcoming Tragedy: Educating and Engaging Students from Isolated Northern Communities | This workshop, presented by staff at Dennis Franklin Cromarty High School in Thunder Bay, will first consist of a discussion of the best practices, challenges, and next steps currently active within the school, which is populated entirely by students from isolated First Nations communities in Northwestern Ontario. The second component of the workshop includes practical activities that will familiarize attendees with the experiences and perceptions students attending school far away from their home commonly have. By the end of the workshop, attendees will have a greater understanding of how to effectively address the unique needs of this often overlooked student population. | Workshop | Culturally Responsive Education |
School-based gardens: Using Gan’ na and photovoice to build resilience among primary school children
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27380 | School-based gardens: Using Gan’ na and photovoice to build resilience among primary school children | 01:00 PM | 01:45 PM | Friday | Liesa Clague (Australia/ Yaegl) Neil Harrison (Australian) Katherine Stewart (Australian) Caroline Atkinson (Australian/Jiman – Bundjalung heritage) |
School-based gardens: Using Gan’ na and photovoice to build resilience among primary school children | School-based gardens in Australia and internationally are being used as places for learning to promote academic performance, nutrition, health, connectedness to and engagement of students. This presentation explores an Australian Aboriginal philosophical framework of Gan’ na, and the use of photovoice as a data collection method. As an Aboriginal researcher the journey is to find a research process that maintains cultural integrity and resonates with the participants by affirming that a culturally sensitive approach to learning is important in building resilience among primary school children. | Workshop | Culturally Responsive Education |
Investing in Education: Lifting a Community Out of Poverty.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27470 | Investing in Education: Lifting a Community Out of Poverty. | 01:00 PM | 01:45 PM | Friday | Christopher Derickson (Westbank First Nation,Canada/Westbank First Nation/First Nation) Denise Clough (Westbank First Nation,Canada/Westbank First Nation/First Nation) WFNYC Members () Nicole Werstuik-Westbank (First Nation) |
Investing in Education: Lifting a Community Out of Poverty. | Education is the new buffalo…so they say. But how do you leverage the investments in education to building greater capacity within a government and community. That takes a lot of buffalo, strategic investments, and partnerships. Westbank First Nation (WFN), has been investing heavily in education for the last 30 years. These investments which include partnerships with the local education district and post-secondary institutions have proven to be a winning combination for success. This workshop will explore the reasons behind the rising tide of graduates within the WFN community and the spinoff benefits investments in education provide to the WFN community. | Workshop | Partnerships in Education |
Educating and training from indigenous point of view: The Wejën Kajën of Ayuujk People
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27469 | Educating and training from indigenous point of view: The Wejën Kajën of Ayuujk People | 01:00 PM | 01:45 PM | Friday | Maria Jose Athie-Martinez () Xaab Nop () Vargas Vasquez (Ayuujk,Mexico) |
Educating and training from indigenous point of view: The Wejën Kajën of Ayuujk People | In this workshop we present the experience of teaching through Indigenous perspectives. The importance of bringing in to the center of education the Indigenous Knowledge and ways. The need of making education culturally relevant by developing educational projects with community members and through their experiences and requests. This is an experiential paper, that uses theory to support the practical argument. To exemplify and support the approach, we present an experience in teacher training from the Wejen Kajen point of view. This perspective emerges from Ayuujk people in the State of Oaxaca in Mexico. | Workshop | Culturally Responsive Education |
Supporting resilience and mental wellness among Indigenous postsecondary students in Southwestern Ontario
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27367 | Supporting resilience and mental wellness among Indigenous postsecondary students in Southwestern Ontario | 01:00 PM | 01:45 PM | Friday | Julian Robbins (Mi'kmaq,Canada/Mi'kmaq) Lee-ann Blackbird (Canada/Haudenosaunee) Amanda Collina (Anishinabee,Canada/Anishinaabe) Cara Wehkamp (Canada/Algonquin) Laurie Schnarr (Canada) Rob Baldwin (French Canadian/English/Anishnaabe) |
Supporting resilience and mental wellness among Indigenous postsecondary students in Southwestern Ontario | In a context of cultural responsiveness, this research inquired what could be done to further support the mental health and wellness of Indigenous post-secondary learners at three institutions. This presentation examines how this question was answered, what was discovered, and what it means in the context of post-secondary mental health and wellness programming. Primary insights were provided through interviews and sharing circles with students, community Knowledge Carriers and institutional support staff. This presentation also provides an opportunity for the audience to hear the perspectives of a student, a support staff and a Knowledge Carrier on mental wellness. | Workshop |
Indigenous Futures: Research Sovereignty in a Changing Social Science Landscape
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27401 | Indigenous Futures: Research Sovereignty in a Changing Social Science Landscape | 01:00 PM | 01:45 PM | Friday | Kelsey Leonard (Shinnecock Indian Nation) Michelle Dion (N/A,Canada) Chelsea Gabel (Métis,Canada) Claudia Diaz Rios (Canada) |
Indigenous Futures: Research Sovereignty in a Changing Social Science Landscape | The Truth and Reconciliation Commission Calls to Action provide an opportunity and clear need to reaffirm the right of Indigenous Peoples to be equal partners and leaders in research. The presentation highlights the range of institutional, organizational, and human resource needs essential to effectively expand Indigenous research capacity in the social sciences. As the social science research landscape is rapidly changing, the presentation examines the scope of methodological approaches used across social science disciplines to study Indigenous issues in Canada. Lastly, the presentation surveys Indigenous engagement in social science research design in the US, Australia, and New Zealand. | Workshop | Indigenous Research Methodology & Praxis |
Barriers, Roadblocks, and Obstacles: American Indian Future Educators Share Thier Stories
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27366 | Barriers, Roadblocks, and Obstacles: American Indian Future Educators Share Thier Stories | 01:00 PM | 01:45 PM | Friday | Terry Bradley (White Clay (Gros Ventre),United States) Donelle Williams (White Clay (Gros Ventre),United States) Alisha Fisher (Northern Cheyenne,United States) Scott Flatlip (Crow,United States) Nicholas Rink (Blackfeet,United States) Jioanna Carjuzaa (United States) |
Barriers, Roadblocks, and Obstacles: American Indian Future Educators Share Thier Stories | The Wanji Oyate (One Tribe) Education Cohort is a program designed to support native undergraduate students who aspire to become K-12 classroom teachers and diversify the teaching core and serve as role models. The program provides members with academic, financial, professional, and personal support services. We create a context for careful listening and deep connection that honors diversity in person and profession since relationally is key and has been proven to support Native student resiliency as demonstrated in the Family Education Model (HeavyRunner and DeCelles, 2002). | Workshop | Public Education for Reconciliation |
Engaging Aboriginal Students, Our Own Voices
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27542 | Engaging Aboriginal Students, Our Own Voices | 01:00 PM | 01:45 PM | Friday | Wesley College Students (Nyoongar,Australia) Michael Spratt (Nyoongar Yamatji,Australia) |
Engaging Aboriginal Students, Our Own Voices | Indigenous students attending Wesley College in Perth, Western Australia present a cultural workshop that demonstrates the importance of incorporating Indigenous perspectives into mainstream schools. Students present a workshop on ways of learning for Aboriginal students. In consultation with local Elders and the community, students develop cultural workshops with a focus on the NAIDOC Week theme each year. “These workshops help us learn our own culture and then we share it with others in public performances. We teach the teachers on how we learn in our own voices.” This session includes a performance of traditional Nyoongar dances and didgeridoo | Workshop | Culturally Responsive Education |
On Country Learning as a transformative pedagogical approach
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27530 | On Country Learning as a transformative pedagogical approach | 01:00 PM | 01:45 PM | Friday | Elizabeth Jackson-Barrett (Noongar,Australia) Libby Lee-Hammond (Sami Ancestry,Australia) |
On Country Learning as a transformative pedagogical approach | We present a process developed in collaboration with West Australian Aboriginal communities to invite Elders into a collaborative partnership with schools. As an approach embedded into mainstream schooling, On Country Learning is innovative and provides the means by which Aboriginal Cultures and Histories can be at the centre of a school curriculum rather than as a tokenistic add-on. We draw on the work of (Nakata 2007) and the notion of learning and teaching at the ‘cultural interface’. Further, we demonstrate the ways in which non-Indigenous educators can become culturally responsive (rather than merely culturally aware). We will share the design principles and findings of the project. | Workshop | Partnerships in Education |
Living your Thesis
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27463 | Living your Thesis | 01:00 PM | 01:45 PM | Friday | Rebecca Lyons (Australia /Wiradjuri/Aboriginal,Australia /Wiradjuri/Aboriginal) Jaimie-Lea Lyons (Australia /Wiradjuri/Aboriginal,Australia /Wiradjuri/Aboriginal) Tanaya Lyons (Australia /Wiradjuri/Aboriginal,Australia /Wiradjuri/Aboriginal) |
Living your Thesis | For members of the‘Stolen Generations’ and their family members it can be a painful and long journey back to their Indigenous identities, especially for those who do not have their original birth certificates. We decided to use our Father’s experience as the foundation for our honors research in hopes that we could also seek justice through the judicial system for him following this research, and have his original birth certificate reinstated.This paper will explore this challenging journey; discuss how we confronted our own trauma through this research.We will also demonstrate the importance of resilience and capacity building in research for decolonizing the research space. | Workshop |
What Makes a People "A People"?: Reclaiming Land, Language, Medicine, and Cultural and Intellectual Property Rights
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27377 | What Makes a People "A People"?: Reclaiming Land, Language, Medicine, and Cultural and Intellectual Property Rights | 01:00 PM | 01:45 PM | Friday | Sean Collin (Cherokee) Frank Rennie (Scottish, Highlands,Isle of Lewis, the Outer Hebrides, Scotland) Alasdair MacMhaoirn (Scottish, Highlander (MacIùbh/MacIainUidhir),Scotland) |
What Makes a People "A People"?: Reclaiming Land, Language, Medicine, and Cultural and Intellectual Property Rights |
Colonization purposefully strove to tear apart many Indigenous communities around the world. However, as proof of their resilience, Indigenous Peoples have consistently fought to secure a future for the next seven generations. This workshop will focus on four critical elements that we believe help to make a community "A People": Land, language, medicine/spirituality, and cultural and intellectual property rights (CIPR). Presenters will provide examples of successful, traditionally-based initiatives that are working to stabilize and rebuild Indigenous communities around the globe. |
Workshop | Nationhood & Sustainability |
don't get stuck in your story...come up and have a look- while getting your hair done!
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27464 | don't get stuck in your story...come up and have a look- while getting your hair done! | 01:00 PM | 01:45 PM | Friday | Fa'aeafaleupolu Samuelu (samoa) Junior So'o-IfopÅ (samoa) |
don't get stuck in your story...come up and have a look- while getting your hair done! | Getting stuck in your life story has enabled peoples to stay stuck and not see the need or how to move forward.Creating conscious practitioners through the art of storying underpinned by critical questions is vital as it allows people to come up to a higher/conscious level and have an analytical look at their own authentic story no matter how hard.I use the art form of live hairdressing (braiding) to deliver this presentation because when you are at the salon, it is natural to have whakapapa korero with your stylist.The point of difference is when my clients book an appointment, they come to look good and have a kaitiaki session (conscious korero)and discover what resilience means for them. | Workshop | Lifelong Learning |
Ignite Session 33: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27854 | Ignite Session 33: Culturally Responsive Education | 01:00 PM | 01:15 PM | Friday | Indigenous student pathways into the University of Notre Dame Fremantle |
| 27855 | Ignite Session 33: Culturally Responsive Education | 01:15 PM | 01:30 PM | Friday | Evolution of a case management process for Indigenous university students "at risk" |
| 27856 | Ignite Session 33: Culturally Responsive Education | 01:30 PM | 01:45 PM | Friday | SUCCESS from a Maaori student's perspective can truly be a Celebration of Resilience. |
Ignite Session 84: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28007 | Ignite Session 84: Culturally Responsive Education | 01:00 PM | 01:15 PM | Friday | Bringing the Métis Perspective to K-12 Education in Ontario |
| 28008 | Ignite Session 84: Culturally Responsive Education | 01:15 PM | 01:30 PM | Friday | Karajarri Ranger Education |
| 28009 | Ignite Session 84: Culturally Responsive Education | 01:30 PM | 01:45 PM | Friday | Accelerating indigenous educational achievement: A legacy of praxis |
Ignite Session 26: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27833 | Ignite Session 26: Culturally Responsive Education | 01:00 PM | 01:15 PM | Friday | POI IN PURSUIT OF EDUCATION |
| 27834 | Ignite Session 26: Culturally Responsive Education | 01:15 PM | 01:30 PM | Friday | How Could a Cultural Inheritance Curriculum Along with Maker Movement Be? Making Truku Jawa's Harps by Laser Cut and 3D-Printer |
| 27835 | Ignite Session 26: Culturally Responsive Education | 01:30 PM | 01:45 PM | Friday | 4 Directions 4 Connections; resiliency at its best. Sustaining Indigenous language, within contemporary curriculum for successful 21st academic and life-long learning. |
Ignite Session 90: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 28025 | Ignite Session 90: Culturally Responsive Education | 01:00 PM | 01:22 PM | Friday | Building strong communities: Resilience in Aboriginal and Torres Strait Islander Student Support Programs at the University of Sydney |
| 28027 | Ignite Session 90: Culturally Responsive Education | 01:22 PM | 01:45 PM | Friday | Chili 'n' Conversation: Feeding Resilience & Building Community; One Bowl at a Time |
Ignite Session 12: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27791 | Ignite Session 12: Culturally Responsive Education | 01:00 PM | 01:15 PM | Friday | Recreating Communities and Building Relationships in Indigenous Education |
| 27792 | Ignite Session 12: Culturally Responsive Education | 01:15 PM | 01:30 PM | Friday | MÄnoa Ä’ Ka Uka ‘o Akaaka: Hawaiian Language Academy and Community Engagement |
| 27793 | Ignite Session 12: Culturally Responsive Education | 01:30 PM | 01:45 PM | Friday | Moving towards Reconciliation in Canada's K-12 Schools |
Ignite Session 23: Culturally Responsive Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27824 | Ignite Session 23: Culturally Responsive Education | 01:00 PM | 01:15 PM | Friday | Enhancing the role of Aboriginal and Torres Strait Islander learning in Australian Primary Education system |
| 27825 | Ignite Session 23: Culturally Responsive Education | 01:15 PM | 01:30 PM | Friday | Leading IQ-Inuit Qaujimajatuqangit Schools |
Ignite Session 49: Innovations in Indigenous Education - Friday, July 28th - 13:00-13:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27902 | Ignite Session 49: Innovations in Indigenous Education | 01:00 PM | 01:15 PM | Friday | Ma te Huruhuru, Kapa Haka is a sound Investment |
| 27903 | Ignite Session 49: Innovations in Indigenous Education | 01:15 PM | 01:30 PM | Friday | Integrating Local Indigenous Knowledge Systems and Climate Education in the Mariana Islands |
| 27904 | Ignite Session 49: Innovations in Indigenous Education | 01:30 PM | 01:45 PM | Friday | Environmental Resilience through Indigenous Education in Te Tairawhiti |
Narragunnawali: Reconciliation in Schools and Early Learning
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28234 | Narragunnawali: Reconciliation in Schools and Early Learning | 01:00 PM | 01:45 PM | Friday | Alex Shain (Australia) Esma Livermore (Aboriginal woman from the Kamilaroi Nation,Australia) |
Narragunnawali: Reconciliation in Schools and Early Learning |
This workshop showcases a national program designed to support all schools and early learning services in Australia to develop environments that foster a higher level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. |
Workshop | Culturally Responsive Education |
Health Education Programs: A Global Opportunity for Reconciliation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28436 | Health Education Programs: A Global Opportunity for Reconciliation | 01:00 PM | 01:45 PM | Friday | Melissa Carey (Maori,New Zealand) | Health Education Programs: A Global Opportunity for Reconciliation | Health Education Programs (HEP) provide an opportunity to address many of the calls to action for reconciliation. This workshop will explore current global strategies for addressing the reconciliation recommendations within international HEP. Indigenous nursing associations make several key recommendations on how HEP can make a difference to Indigenous reconciliation outcomes. This workshop invites the participants to contribute to the discussion on best models for the development and delivery of HEP, which aim to address these recommendations. | Workshop | Health & Wellness |
Achieving Indigenous Leadership in Canada
Topic: Governance
| Submission ID | Parent Title | Start Time | End Time | Day | Primary Author/Presenter | Author | Title |
|---|---|---|---|---|---|---|---|
| 28085 | Achieving Indigenous Leadership in Canada | 02:00 PM | 02:45 PM | Friday | Ways of Engaging With Aboriginal Knowledge | ||
| 28086 | Achieving Indigenous Leadership in Canada | 02:00 PM | 02:45 PM | Friday | Indigenous Leadership Across Worlds |
Building Capacity and Cultural Relevance within FIist Nations Inclusive Education in Manitoba
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27458 | Building Capacity and Cultural Relevance within FIist Nations Inclusive Education in Manitoba | 02:00 PM | 02:45 PM | Friday | Margaret Scott, Ph.D. C. (Dakota Ojibway,Canada Dakota Ojibway) Don Shackel, Ph.D. C. (Canada) Shirley Myron, Ph.D. (Ojibway,Canada) |
Building Capacity and Cultural Relevance within FIist Nations Inclusive Education in Manitoba | From a critical race theory perspective, Special Education has been historically provided from Western perspectives and practice by non First Nations specialists/clinicians. Through the Manitoba First Education Directors and Chiefs the Manitoba First Nations Education Resource Centers is engaged in partnerships with numerous post secondary training programs to build capacity and train First Nations clinicians, educators and para educators in the areas of Special/Inclusive Education. This multi year strategy will result in the inclusion of indigenous holistic pedagogy and more more culturally relevant practices. | Workshop | Culturally Responsive Education |
Recovering the Remains of a Rainbow: Native Hawaiians' Ongoing Struggle with the Exploitation of Indigenous Lands and Resources
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27437 | Recovering the Remains of a Rainbow: Native Hawaiians' Ongoing Struggle with the Exploitation of Indigenous Lands and Resources | 02:00 PM | 02:45 PM | Friday | Rhiannon Tereari'i Chandler-Iao (Maohi (Native Tahitian),United States of America) Kahikukala Hoe (Native Hawaiian, United States of America) Jill Leilani Nunokawa (Maohi (Native Tahitian),United States of America) |
Recovering the Remains of a Rainbow: Native Hawaiians' Ongoing Struggle with the Exploitation of Indigenous Lands and Resources | Hawai'i is home to a colorful rainbow of endemic plants and animals found nowhere else on earth and, sadly, is the endangered species capital of the world. For decades, Native Hawaiians have battled the exploitation of water resources by sugar and pineapple companies, and more recently, biotechnology companies.This occurs predominately in indigenous communities where pesticides are killing non-target species, upsetting natural systems. The loss of any native species brings an end to the cultural practices dependent upon those species. This panel will discuss Native Hawaiians ongoing struggle to combat environmental racism and promote social and environmental justice. | Workshop | Justice & Equity |
Strategies for Lifelong Bilingual Learning in Inuit Nunangat
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27353 | Strategies for Lifelong Bilingual Learning in Inuit Nunangat | 02:00 PM | 02:45 PM | Friday | Nunia Qanatsiaq Anoee (Inuit,Canada) Jodie Lane (Inuit,Canada) Cathy Lee (Canada) Becky Tootoo (Inuit,Canada) Mary Etuangat (Inuit,Canada) Lena Metuq (Inuit,Canada) Adriana Kusugak (Canada) Shelley Tulloch (Canada) Sandy McAuley (Canada) Fiona Walton ((Nunia Qanatsiaq Anoee - Inuit),Canada) Sally Samson (Yup'ik,USA) |
Strategies for Lifelong Bilingual Learning in Inuit Nunangat | In this panel discussion, presenters describe synergistic efforts to strengthen Inuktut and Yup'ik across the Inuit homeland. Achieving and maintaining high levels of bilingualism requires collaboration on multiple fronts, including in homes, communities, schools, workplaces, and adult learning programs. Legislation created favourable contexts, but its implementation relies on human agency. Presenters will highlight successes and challenges in legislation and practice, Inuktut learning for all ages, Inuit-driven assessment, and school and family language policies and practices. A final discussion will explore how each of these efforts is essential to the goal of reclaiming and restoring Inuit and Yup'ik languages | Workshop | Indigenous Languages |
Reclaiming Indigenous Research in Higher Education: Fanning the Flames to Transform Higher Education
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27355 | Reclaiming Indigenous Research in Higher Education: Fanning the Flames to Transform Higher Education | 02:00 PM | 02:45 PM | Friday | Robin Minthorn (United States) Heather Shotton (Wichita/Kiowa/Cheyenne,United States) Sweeney Windchief (Assiniboine,United States) Pearl Brower (Iñupiaq/Armenian,United States) Charlotte Davidson (Diné/Three Affiliated Tribes (Mandan/Hidatsa/Arikara),United States) Natalie Youngbull (Cheyenne & Arapaho Tribes of Oklahoma,United States) Kaiwipuni Lipe (Native Hawaiian,United States) Erin Kahunawai Wright (Native Hawaiian,United States) Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians,United States) Stephanie Waterman (Onondaga,Canada) |
Reclaiming Indigenous Research in Higher Education: Fanning the Flames to Transform Higher Education | In this presentation, attendees will be engaged in current scholarship emerging from Indigenous higher education scholars who are incorporating Indigenous research methodologies and frameworks. This presentation will focus on how this scholarship is filling a longtime gap that has excluded Indigenous voices and knowledge systems. An overview of Indigenous higher education scholarship and tying that to Indigenous knowledge systems will be addressed. Finally, attendees will find ways they can transform higher education in their own contexts to be more inclusive and honor Indigenous voices and perspectives. | Workshop | Indigenous Research Methodology & Praxis |
Defining Indigenous identity – who calls the shots?
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27491 | Defining Indigenous identity – who calls the shots? | 02:00 PM | 02:45 PM | Friday | Suzi Hutchings (Central Arrernte) Deanne Hanchant-Nichols (Tangenekald/Barkindji) |
Defining Indigenous identity – who calls the shots? | Dr Suzi Hutchings (RMIT University) and Deanne Hanchant-Nichols (UniSA) present a follow up session to their very successful workshop at WIPCE in 2014 which explored the construction of Indigenous identities. This time we will pose the question “who calls the shots in determining who can be Aboriginal and who cannot in contemporary Australia?†In the light of new research by Carlson (2016) and others we confront the politicization of Indigeneity that goes beyond the question of color drawing on life-style, alleged community affiliation and kinship in attempts to legitimize specific Aboriginal identities. | Workshop | Nationhood & Sustainability |
Intangible signs of resilience: Deciphering the hidden messages
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27415 | Intangible signs of resilience: Deciphering the hidden messages | 02:00 PM | 02:45 PM | Friday | Mere Snowden (NZ MÄori,New Zealand / Te Rarawa, NgÄti WhÄtua / NZ MÄori) Ruth Snowden (NZ MÄori,New Zealand / Te Rarawa, Kaitahu, NgÄrauaru KÄ«tahi/ NZ MÄori) Daniel Snowden (NZ MÄori,New Zealand / Te Rarawa, NgÄpuhi, NgÄrauru, Kaitahu/ NZ MÄori) |
Intangible signs of resilience: Deciphering the hidden messages | The New Zealand Ministry of Education's introduction (in 2009) of curriculum guidelines for the teaching and learning of MÄori language, affirmed the value thereof for all learners in English medium schools. It also helped to validate MÄori culture, language and identity. In this workshop, the facilitators place a cultural lens over the guidelines (entitled Te Aho Arataki Marau mÅ te Ako i Te Reo MÄori: Kura Auraki), to make visible the 'invisible' links to MÄori customs and protocols embedded in the writings. They also theorise about why they believe MÄori and non-MÄori teachers alike are unable to access these messages. | Workshop | Culturally Responsive Education |
Te Kauwae Runga, Te Kauwae Raro 'Capturing the essence of the upper jaw through indigenous M?ori arts education’
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27557 | Te Kauwae Runga, Te Kauwae Raro 'Capturing the essence of the upper jaw through indigenous M?ori arts education’ | 02:00 PM | 02:45 PM | Friday | Rawiri (passport name -David) Hindle (Ngati KurÄ« - Aotearoa/New Zealand,Ngati KurÄ« - Aotearoa/New Zealand) Robyn Trinick (Faculty of Education - Te Puna WÄnanga,Aotearoa/New Zealand) |
Te Kauwae Runga, Te Kauwae Raro 'Capturing the essence of the upper jaw through indigenous M?ori arts education’ | This paper explores ideas about creativity in indigenous MÄori arts education. We employ a metaphor, 'te kauwae runga, te kauwae raro' to frame views of higher creative thinking. Te kauwae runga (upper jaw-celestial lore)refers to matters associated with the origin of the universe and cosmology and te kauwae raro (lower jaw -terrestial lore) refers the world of people. This metaphor reminds us of the importance of striving for a greater depth of knowing through an embodied approach to creative learning. Thi exploration draws on MÄori views where knowing is a fusion of mind, body and soul. We conclude with a discussion on curriculum implications to holistic learning in MÄori education. | Workshop | Arts |
THE IMPLEMENTATION OF A WORLD INDIGENOUS ACCREDITATION AUTHORITY
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27551 | THE IMPLEMENTATION OF A WORLD INDIGENOUS ACCREDITATION AUTHORITY | 02:00 PM | 02:45 PM | Friday | Keiki Kawaiaea (USA/Native Hawaiian) Ray Barnhardt (USA/Alaska) |
THE IMPLEMENTATION OF A WORLD INDIGENOUS ACCREDITATION AUTHORITY | This workshop presentation will describe the rationale for and implementation of the World Indigenous Nations Higher Education Consortium accreditation system and its unfolding contribution to Indigenous self-determination in education. | Workshop | Innovations in Indigenous Education |
The formal reconciliation agenda: does it have a place in education?
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27574 | The formal reconciliation agenda: does it have a place in education? | 02:00 PM | 02:45 PM | Friday | Peter Anderson (Warlpiri - Murinpatha,Australia) Veronica Goerke (Australia) |
The formal reconciliation agenda: does it have a place in education? | Reconciliation has long been researched by scholars of postcolonial settler nations, including countries such as Australia. In this workshop, formal reconciliation in Australian universities is unpacked via the lens of two universities’ Reconciliation Action Plans (RAPs). Included are early findings of a research project which used policy ethnography to shape the story of how Australian universities hold both formal and informal reconciliation. The tension between what is desirable and what is achievable and whose voices shape the RAP are also explored. Participants will be invited to share reconciliation experiences from their schools and higher education institutions. | Workshop | Governance |
Our First Mothers: An indigenous midwifery philosophy of Aotearoa, New Zealand
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27626 | Our First Mothers: An indigenous midwifery philosophy of Aotearoa, New Zealand | 02:00 PM | 02:45 PM | Friday | Jacqueline Martin (Aotearoa, New Zealand) | Our First Mothers: An indigenous midwifery philosophy of Aotearoa, New Zealand | New Zealand midwifery is renowned as the midwifery model to emulate. It is based on imported western motherhood ideologies which contradict MÄori worldviews. Their monopoly of midwifery education further espouses western midwifery as the only credible body of maternal knowledge thereby, colonizing MÄori further. In 2015, I came to He Waka Hiringa: Masters degree of Applied Indigenous Knowledge as a MÄori midwifery practitioner prepared to question my profession, generate academic knowledge, and challenge the monopoly of midwifery education through the lens of Kaupapa MÄori. What I unearthed was Our First Mothers, an indigenous midwifery philosophy and a Post Graduate Diploma in TÄpuhitanga. | Workshop |
Pathways to resilience: The role of cultural connectedness for Aboriginal and Torres Strait Islander adolescents
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27403 | Pathways to resilience: The role of cultural connectedness for Aboriginal and Torres Strait Islander adolescents | 02:00 PM | 02:45 PM | Friday | Dr Mark Wenitong (Kabi Kabi,Southern Queensland, Australia) A/ Professor Janya McCalman (Cairns,Australia) Dr. Michelle Redman-MacLaren (Cairns,Australia) Ms. Katrina Rutherford (Cairns, Australia) A/ Professor Roxanne Bainbridge (Aboriginal Australian,Gungarri, Australia) |
Pathways to resilience: The role of cultural connectedness for Aboriginal and Torres Strait Islander adolescents | With a specific focus on the cultural determinants, this research will explain how pathways to resilience are negotiated by Aboriginal and Torres Strait Islander adolescents attending boarding schools to sustain their health and wellbeing. We adopted an ecological perspective of psychosocial resilience. Embedded in a collaborative strengths-based approach, it invested in practices and processes already occurring and that could serve as foundations for realistic translation and implementation of new knowledge for services supporting adolescents. We gained a deeper understanding of cultural issues behind factors of psychosocial resilience. A grounded theory model was developed and then tested | Workshop |
Rangahau- Our Word, Our Way
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27357 | Rangahau- Our Word, Our Way | 02:00 PM | 02:45 PM | Friday | Helena Winiata (MÄori, New Zealand,NgÄti Kahungunu, NgÄti Raukawa, NgÄti Porou, NgÄti MÄmoe) Sophronia Smith (MÄori, New Zealand,NgÄti Kahungunu, RangitÄne) Morehu McDonald (MÄori, New Zealand,NgÄti Hinerangi, Waikato-Tainui, Maniapoto) Shelley Hoani (MÄori, New Zealand,NgÄti Pou, NgÄti Mahuta, NgÄti Makino) Pakake Winiata (MÄori, New Zealand,NgÄti Raukawa, NgÄti Whakaue) |
Rangahau- Our Word, Our Way | Research verses Rangahau. In April 2016 Te WÄnanga o Aotearoa launched Te Rautaki Rangahau, The Rangahau Strategy. For TWoA it’s rangahau, not research, for within our culture are significant accounts of rangahau being an activity of inquiry, seeking enlightenment and articulating an answer. Our rangahau strategy founded on cultural values and principles sees our staff engaging in meaningful issues to them, contributing to the wellness and transformation of staff, family and community. We invite you to come and story tell with us. Our workshop will share our indigenous tertiary institutions journey of reclaiming Rangahau and doing it our ancestral way. Haere mai. | Workshop | Indigenous Pedagogy |
Indigenizing the Doctoral Process: The Native American Leadership in Education (NALE) cohort
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27358 | Indigenizing the Doctoral Process: The Native American Leadership in Education (NALE) cohort | 02:00 PM | 02:45 PM | Friday | Robin Minthorn (Kiowa,United States) Catherine Montoya (Diné,United States) Zane Rosette (Chippewa-Cree,United States) Jodi Burshia (Laguna, Diné, Hunkpapa Lakota,United States) Deborah Belone (Diné (Navajo),United States) Kim Bernally (Diné,United States) Aaron Billie (Diné (Navajo),United States) Cynthia Higgins (Diné,United States) |
Indigenizing the Doctoral Process: The Native American Leadership in Education (NALE) cohort | In this presentation, attendees will hear about the process that the NALE (Native American Leadership in Education) doctoral cohort has gone through to Indigenize the doctoral process and cohort creation in being responsive to the communities needs, providing mentorship and including the family in the journey. The NALE cohort began through a series of community meetings with tribal leaders and Indigenous education leaders to receive input on the creation and curriculum of the cohort. This process makes a genuine effort in being responsive to the tribal and Native communities in New Mexico while increasing the number of Native American/Indigenous doctoral recipients. | Workshop | Indigenous Knowledge & Ways of Knowing |
Title: Peering into the mirror: embedding matauranga Maori (Maori knowledge) across a mainstream tertiary institution - UNITEC
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27707 | Title: Peering into the mirror: embedding matauranga Maori (Maori knowledge) across a mainstream tertiary institution - UNITEC | 02:00 PM | 02:45 PM | Friday | Veraneeca Taiepa (Te Arawa, Ngati Raukawa, Ngati Kea, Ngati Tuara,Maori, New Zealand) | Title: Peering into the mirror: embedding matauranga Maori (Maori knowledge) across a mainstream tertiary institution - UNITEC | Kaihautu are leaders who work with their Dean of Teaching and Learning Matauranga Maori to embed matauranga Maori (Maori knowledge) across the institute programmes and within course content at UNITEC the Institute of Technology. Kaihautu are partnered with Pathways and Networks commonly known as Faculties and Departments. They work in collaboration with academic staff, Heads of Practice Pathways and Deans. As part of Unitec’s current Transformation, embedding matauranga Maori within new courses or redeveloped courses have become mandatory. This requirement was stipulated by Unitec itself; an institute driven initiative. This was not at all a requirement specified by the New Zealand Qualifications Authority (NZQA) board. This presentation is a mirrored account of my personal experiences of embedding matauranga Maori into the Level 3 Foundation programmes and Level 4 and 5 Trades courses. This presentation will explore the challenges and opportunities that arose from this process as well as providing exemplars of what and how matauranga Maori is applied in the classroom, in laboratories and on-site/ industry settings. It is without a doubt that we as an institute are still at the emerging stages of embedding matauranga Maori however, we have begun the journey. | Workshop | Partnerships in Education |
Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27402 | Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study | 02:00 PM | 02:45 PM | Friday | Georgette McLeod (Tr'ondek Hwechin First Nation) Brian Lewthwaite (NA,Australia) Ashley Doiron (CANADA) Thomas Owen () |
Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study | More recent developments in Canada's Yukon Territory and the provision of self-governance draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Examples of enacted pedagogical change with attention to its impact are presented. Further, the study seeks to identify the processes influencing the development. Finally, tensions at the classroom, school and community level arising from these changes and anticipated changes are described. | Workshop | Governance |
Supporting language retention and reconciliation through national policy recognition of Indigenous languages in Canada
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27512 | Supporting language retention and reconciliation through national policy recognition of Indigenous languages in Canada | 02:00 PM | 02:45 PM | Friday | Onowa McIvor (Swampy Cree, Norway House Cree Nation, Canada) | Supporting language retention and reconciliation through national policy recognition of Indigenous languages in Canada | A growing number of countries recognize Indigenous languages as the medium of instruction in public schools and as national languages. This workshop recounts efforts in Canada to attain co-official status alongside the two colonial languages and to secure greater funding for Indigenous languages in education. The workshop will explore potential strategic advantages of joining with small, non-Indigenous, minority populations to advocate for recognition of Indigenous and endangered minority languages as foundational in a national multilingual policy framework, and as languages of instruction. Participants will be encouraged to dialogue about joint advocacy efforts in their contexts. | Workshop | Governance |
Intersecting Community, College, and University Circles
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27396 | Intersecting Community, College, and University Circles | 02:00 PM | 02:45 PM | Friday | Morgan Phillips (Kanien’kehaka Nation) Susan Briscoe (Canada/non-Indigenous Canadian) Elizabeth Fast (Canada/Metis Canadian) Nicole Ives (United States of America/African-American, European, and Native American/American) Lucinda Gordon (Inuk,Kuujjuaq) Vicky Boldo (Cree-Metis) |
Intersecting Community, College, and University Circles | A First Peoples Storytelling Exchange: Intersecting College and Community Circles is an educational partnership project grounded in relationship-building. With an Indigenous community advisory board to guide the research team in each participating community, it aims to decolonize the educational research process, help build an Indigenous post-secondary community, guide post-secondary institutions in developing services and programs to meet the self-defined needs of Indigenous students, and ultimately improve Indigenous student access to college, university, and careers that build resilience in their communities. | Workshop | Culturally Responsive Education |
Ignite Session 71: Culturally Responsive Education - Friday, July 28th - 14:00-14:45
| Submission ID | Parent Title | Start Time | End Time | Day | Title |
|---|---|---|---|---|---|
| 27968 | Ignite Session 71: Culturally Responsive Education | 02:00 PM | 02:22 PM | Friday | Ka whawhai tonu matou mo ake ake ake |
| 27969 | Ignite Session 71: Culturally Responsive Education | 02:22 PM | 02:45 PM | Friday | Listening To Tribal Voices |
Indigenizing McGill 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28241 | Indigenizing McGill University | 02:00 PM | 02:45 PM | Friday | Indigenizing McGill University |
In response to the relevant Calls to Action of Canada's Truth & Reconciliation Commission, the Provost of McGill University launched a Task Force in 2016-2017 to focus on Indigenous Education and Indigenous Studies. This workshop will provide an overview of how the University has been putting into practice these Calls to Action to make the institution more inclusive, accessible, and accountable to Indigenous students, faculty, and staff on the path forward. |
Workshop | Culturally Responsive Education |
Developing and assessing cultural competency among Australian educators
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28372 | Developing and assessing cultural competency among Australian educators | 02:00 PM | 02:45 PM | Friday | Dr. Graeme Gower (Indigenous Australian,Yawuru) Associate Professor Simon Forrest (Indigenous Australian,Nyungar) Paul Williams (Non-Indigenous,Australian) |
Developing and assessing cultural competency among Australian educators | This presentation will outline the importance and value of Cultural Competency (CC) in developing effective cross cultural communication and interaction between non-Indigenous teachers and Australian Indigenous students. The discussion will include the inconsistency of CC training programs and the resultant difficulty in developing a standardised instrument to measure its effectiveness among practitioners. One solution is the demonstration of a web base application that has been developed for teachers and other professionals that will enable them to reflect upon, gather and take control of data about their professional capabilities in their personal journey of becoming culturally competent. | Workshop | Culturally Responsive Education |
Moving from the box into the circle - KeeTasKeeNow Landbased Learning Camps
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28373 | Moving from the box into the circle - KeeTasKeeNow Landbased Learning Camps | 02:00 PM | 02:45 PM | Friday | Dr. Daphne Mai`Stoina (Siksika First Nation,Canada) Jason Big Charles () Paul Neethling () Gwena Cunningham () Emma Anso () |
Moving from the box into the circle - KeeTasKeeNow Landbased Learning Camps | KTC is a partnership Woodland Cree First Nation, Lubicon Lake First Nation, Loon River First Nation, Peerless Trout First Nation and Whitefish Lake First Nation, all within the Treaty 8 region. Within the partnership, the Kee Tas Kee Now Tribal Education Department was formed in order to provide central support toward ensuring success in education within the partner community schools. This presentation will showcase how KTC Education has provided land based learning camps for students and teachers utilizing all first nation expertise to immerse students in Woodland Cree culture and ways of knowing along with incorporating literacy, numeracy & high school CTS credits into the camps. | Workshop | Partnerships in Education |
The Challenges of Instructional Leadership in First Nation Schools: What Principals Have To Say
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28452 | The Challenges of Instructional Leadership in First Nation Schools: What Principals Have To Say | 02:00 PM | 02:45 PM | Friday | Margaret Scott (Dakota, Ojibway,Canada) | The Challenges of Instructional Leadership in First Nation Schools: What Principals Have To Say | The focus of this study was on the perceptions of principals employed by band operated First Nation Schools in Manitoba. The study explored their educational leadership, especially with respect to their ability to lead in the midst of numerous unique challenges. I argue that these challenges make it difficult for them to devote sufficient time and energy to instructional leadership, a necessary component of leadership. A review of the relevant literature indicates that principals with positive instructional leadership practices can improve student achievement levels and may result in higher graduation rates. | Workshop | Information & Communications Technology |
Digital storytelling to promote Indigenous educational leadership
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28451 | Digital storytelling to promote Indigenous educational leadership | 02:00 PM | 02:45 PM | Friday | Debra Hoven (Javanese/Sundanese,Indonesia) Jacqueline Ottmann (Anishinaabe/Treaty 4/Fishing Lake First Nation,Canada) Karen Trimmer (non-Indigenous,Australia) |
Digital storytelling to promote Indigenous educational leadership | Increasing the numbers of Indigenous teachers has been found to be a key factor in fostering engagement and improving educational outcomes for Indigenous school students. What has been little researched is the experience of Indigenous educational leaders who are vastly under-represented as principals of schools. This project seeks the stories of Aboriginal and Torres Strait Islander principals in Australia, and First Nation, Inuit and Metis principals in Canada. Through use of digital story telling principals are provided the opportunity to share and document their journeys in leadership. | Workshop | Information & Communications Technology |
Language revitalization at home.
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28461 | Language revitalization at home. | 02:00 PM | 02:45 PM | Friday | Ciwas Pawan (Seejiq tribe of Taiwan,Taiwan) | Language revitalization at home. | The researcher would like to use theories about child's language development, language revitalization models, language revitalization strategies at home, etc. to explain home is the foundation to revitalize indigenous peoples' languages. | Workshop | Indigenous Languages |
Aambe! It's time to rise up again: Mobilizing and making change in First Nations Education through a First Nations Education Collective
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27482 | Aambe! It's time to rise up again: Mobilizing and making change in First Nations Education through a First Nations Education Collective | 03:00 PM | 03:45 PM | Friday | Leslee White-Eye (Ojibwe-Anishinaabe,Chippewas of the Thames First Nation/Ojibwe-Anishinaabe) Brent Debassige (Ojibwe-Anishinaabe,Canada/Ojibwe-Anishinaabe) |
Aambe! It's time to rise up again: Mobilizing and making change in First Nations Education through a First Nations Education Collective | This presentation focuses on the establishment and activities of a First Nations Education Collective. The Collective is an evolving partnership among nine member First Nations and the Aboriginal Education Office at the Faculty of Education, Western University. The Collective is working in a unified political and technical manner toward a common approach to achieve the education goals of the respective First Nations. Members of the Collective's working group will present on the following four topics: (a) origin of the Collective; (b) establishment of a Participation Agreement and a Terms of Reference (c) UNDP capacity development approach; and (d) Center of Excellence in Indigenous Education | Workshop | Partnerships in Education |
Flight or Fight - Kaua e mate wheke, me mate ururoa
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27495 | Flight or Fight - Kaua e mate wheke, me mate ururoa | 03:00 PM | 03:45 PM | Friday | Leanne Kerehoma (Aotearoa New Zealand) Denise Keelan (MÄori,Aotearoa New Zealand) |
Flight or Fight - Kaua e mate wheke, me mate ururoa | This workshop presents a framework called ‘Flight or Fight’ that draws from personal experience as cancer survivors. Using the analogy of the octopus (Flight) and hammerhead shark (Fight), we share key insights in how we applied kaupapa MÄori thinking, doing and ways of knowing to overcome the struggles of living with cancer. As a result we have found strength and resilience through the engagement of traditional and inherited MÄori knowledge to enable our continued commitment to MÄori education, both as mothers and as teachers of the MÄori language. The potential to transform lives through the application of a MÄori centred framework is our contribution - Kaua e mate wheke, me mate ururoa. | Workshop |
Shoulder to Shoulder- Listening, Walking and Healing in Country
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27387 | Shoulder to Shoulder- Listening, Walking and Healing in Country | 03:00 PM | 03:45 PM | Friday | Nardi Simpson (Aboriginal Australian from the Yuwaalaraay Nation) Kirsty Hargraves (Aboriginal Australian from the Wiradjuri Nation,Australia) Lucinda Cveticanin (n/a,Australia) Janice Carroll (n/a,n/a) |
Shoulder to Shoulder- Listening, Walking and Healing in Country | Taronga Zoo has for 8 years, presented 2 partnership programs with the NSW Department of Family and Community Services (FaCS). These cultural programs (Burbangana- Taronga Zoo Sydney, and Walanmarra, Taronga Western Plains Zoo, Dubbo) are specifically designed for Indigenous young people with high and complex needs, currently in state care. In September and October 2016, staff at Taronga and FaCS lead a 490km, 15 day walk with 21 Indigenous young people to mark the 100th Birthday of Taronga Zoo. This walk was entitled 'Shoulder to Shoulder'. This presentation will host a screening of the documentary that captured this historic journey followed by Q&A with staff and participants of this walk. | Workshop | Child Welfare |
Self-Determination in Health Research: An Alaska Native Example of Tribal Ownership and Regulation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27365 | Self-Determination in Health Research: An Alaska Native Example of Tribal Ownership and Regulation | 03:00 PM | 03:45 PM | Friday | Vanessa Hiratsuka (Navajo and Winnemem Wintu,United States/Navajo and Winnemem Wintu/American Indian) Julie Beans (Yup'ik and Oneida Nation of Wisconsin,United States/Yup'ik and Oneida/American Indian and Alaska Native) Denise Dillard (Inupiaq,US) Jennifer Shaw (US) Renee Robinson (US) Ileen Sylvester (Yup’ik, Athabascan and Aleut,US) |
Self-Determination in Health Research: An Alaska Native Example of Tribal Ownership and Regulation | Southcentral Foundation (SCF) is a tribally owned and managed health care organization, operating under the tribal authority of the Cook Inlet Region, Inc. in Anchorage, Alaska in the United States. Under Public Law 93-638, Indian Self-Determination Act of 1975 SCF exercised the sovereign right to oversee how health researchers interact with Alaska Native people. This community level review creates alignment with SCF health priorities while taking precautions to protect the Alaska Native community as a whole. The SCF community level review process can be used as a point of reference for tribal communities interested in developing or enhancing health research review at the community level. | Workshop | Governance |
Decolonizing land in South Africa: The case of Barolong-Balemirui Project in the North-West Province
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27642 | Decolonizing land in South Africa: The case of Barolong-Balemirui Project in the North-West Province | 03:00 PM | 03:45 PM | Friday | KELEBAMANG MOKGUPI (BLACK SOUTH AFRICAN, TSWANA TRIBE OF THE BAROLONG CLAN,SOUTH AFRICAN/TSWANA TRIBE) | Decolonizing land in South Africa: The case of Barolong-Balemirui Project in the North-West Province | Indigenous peoples in various parts of the world were dispossessed of their land leading to many of them becoming "strangers" in their own space.In thinking about ways to decolonize land, a question could be asked: What exactly does it mean to decolonize land? In this paper, I argue that the decolonization of the productive land that was appropriated by the colonizers is not only important in restoring the dignity of the dehumanized indigenous peoples of the non-Western world but can also prove to be an important source of income in this moment where colonial modernity is increasingly revealing itself to be a death project among the most vulnerable members of the dispossessed communities. | Workshop | Justice & Equity |
Information and Communication Technology adoption in Indigenous Households
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27675 | Information and Communication Technology adoption in Indigenous Households | 03:00 PM | 03:45 PM | Friday | Peter Radoll (Anaiwan,Australia) | Information and Communication Technology adoption in Indigenous Households | Having access to a broadband connection in the home is critical for Indigenous peoples in Australia in the digital age. Australia is spending $43Billion (AUD) on a new high-speed broadband network. At the same time the Australian government is developing a national information and communication technology (ICT) based curriculum. While almost 90% of non-Indigenous Australians enjoy having a broadband Internet connect to the household, only approximately 60% of Indigenous households have the Internet connected. Around 40% of the Indigenous community is excluded from the digital economy, national ICT based education and suffer low government engagement through ICTs. | Workshop | Information & Communications Technology |
Culture Based Curriculum and Policy: Lessons from Southern Alberta
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27500 | Culture Based Curriculum and Policy: Lessons from Southern Alberta | 03:00 PM | 03:45 PM | Friday | Tisha Bromley-Wadsworth (Melissa,Tierney) Ever Active Schools () |
Culture Based Curriculum and Policy: Lessons from Southern Alberta | Our culture teaches and sustains us, providing the roots of resiliency for our youth and communities. Over the past school year, we have worked with our community Elders, parents, teachers and students to infuse local teachings, history and place-based knowledge into the curriculum and into overarching school policy. In this session, you will learn a process to create a Holistic Wellness Policy rooted in culture using the example of Kainai Nation's Wellness Policy. We will also share key learnings from culture based curriculum development. In this session, participants will learn about the successes and barriers in implementing this initiative in First Nations schools in Alberta. They will also learn and get to practice the process undertaken with Elders to draw curricular connections out of local stories, and get advice for how to approach Elders and begin this process at their own school. This initiative is applicable to all ages and grades, from kindergarten to post secondary. | Workshop | Partnerships in Education |
Knowledge Makers: Increasing Indigenous Undergraduate Research Skills
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27497 | Knowledge Makers: Increasing Indigenous Undergraduate Research Skills | 03:00 PM | 03:45 PM | Friday | Sereana Naepi (Fijian,New Zealand) Dr Airini (Samoan,New Zealand) |
Knowledge Makers: Increasing Indigenous Undergraduate Research Skills | Knowledge Makers encourages undergraduate Indigenous students to see themselves as researchers through the use of mentoring. Key outcomes from Knowledge Makers include Indigenous students each creating a personal research plan, publishing for the first time in a journal, and the creation of a replicable indigenous mentoring initiative. With a view towards advancing indigenizing and higher education, this presentation describes promising practices arising from this project, and critically examines how research and mentoring can better serve the advancement of Indigenous peoples. | Workshop | Culturally Responsive Education |
Re-creating communities and establishing partnerships to secure funding and outcomes for Aboriginal and Torres Strait Islander students
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27478 | Re-creating communities and establishing partnerships to secure funding and outcomes for Aboriginal and Torres Strait Islander students | 03:00 PM | 03:45 PM | Friday | Dylan Collard (Noongar (Aboriginal Australian),Australia - Noongar) Angela Murphy (Australian) Roni Forrest () Ben Lewis () |
Re-creating communities and establishing partnerships to secure funding and outcomes for Aboriginal and Torres Strait Islander students | This session will discuss the importance of relationships between stakeholders in providing support for Aboriginal and Torres Strait Islander students in a Secondary, Tertiary and Vocational setting. Working with MADALAH, a not-for-profit organisation provides scholarships and support for Aboriginal and Torres Strait Islander students. MADALAH engages both federal government and corporates to establish sufficient funding which has to date supported over 600 students. This has occurred through the development of strong partnerships with Future Footprints (AISWA) and partner schools. Future Footprints is a well-established program that has a history of building strong partnerships between students, schools, parents, communities and sponsors. This presentation is given by Angela Murphy the manager of Indigenous Education at MADALAH, Roni Forrest, Program Coordinator of Future Footprint who provides vital cultural and pastoral support for all scholarship recipients living away from home in boarding, Dylan Collard, a Whudjuk-Balladong Noongar man, who has been a recipient of the MADALAH scholarship, and Ben Lewis the Indigenous Program Coordinator from a partner school. | Workshop | Business & Economics |
Linguistic and Cultural Diversity Reinvented (LINCDIRE): Fusing Indigenous and Western approaches for plurilingual and pluricultural learning
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27359 | Linguistic and Cultural Diversity Reinvented (LINCDIRE): Fusing Indigenous and Western approaches for plurilingual and pluricultural learning | 03:00 PM | 03:45 PM | Friday | Alan Corbiere (M'Chigeeng First Nation,Anishnaabe) Enrica Piccardo (M'Chigeeng First Nation,Italian) Aline Germain-Rutherford (M'Chigeeng First Nation,France) Geoff Lawrence (M'Chigeeng First Nation,Canada) Alana Jones (M'Chigeeng First Nation,Canada) Nicola Townend (M'Chigeeng First Nation,UK) Angelica Galante (M'Chigeeng First Nation,Brazil) Sara Potkonjak (M'Chigeeng First Nation,Serbia) |
Linguistic and Cultural Diversity Reinvented (LINCDIRE): Fusing Indigenous and Western approaches for plurilingual and pluricultural learning | This interactive workshop reports on an international project that integrates the latest language education approaches and Indigenous pedagogies. In line with Indigenous epistemologies we draw upon the Medicine Wheel to see the students holistically in different stages of their maturity as thinking, verbal and non-verbal, emotional and spiritual human beings rooted in the values of their plurilingual and pluricultural communities. We present and discuss a technology-enhanced, action-oriented approach that includes plurilingualism and Indigenous pedagogies to actively draw on learners’ existing linguistic and cultural experiences to develop strategic competencies for lifelong learning. | Workshop | Lifelong Learning |
Understanding the ways Missing and Murdered Indigenous Women (MMIW) and the Truth and Reconciliation Commission (TRC) are framed and handled by social and traditional media users
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27374 | Understanding the ways Missing and Murdered Indigenous Women (MMIW) and the Truth and Reconciliation Commission (TRC) are framed and handled by social and traditional media users | 03:00 PM | 03:45 PM | Friday | Taima Moeke-Pickering (Maori) Sheila Cote-Meek (Anishnaabe Kwe,Teme Augama) Ann Pegoraro (Canadian,Canadian) Joel Dickinson (Canadian,Canadian) Michelle Kennedy (Anishnaabe Kwe,Anishnaabe) |
Understanding the ways Missing and Murdered Indigenous Women (MMIW) and the Truth and Reconciliation Commission (TRC) are framed and handled by social and traditional media users | This presentation addresses how social and traditional media express topics such as Missing and Murdered Indigenous Women (MMIW) and the Truth and Reconciliation Commission (TRC). Media reports of the TRC & MMIW obscure the seriousness of crimes against Aboriginal peoples, and further mitigate the seriousness of their victimization. This signals to the public that crimes against Indigenous peoples do not matter. One only has to pick up a newspaper or tune into a Twitter feed to see how Aboriginal peoples are frequently negatively depicted in the various forms of media. We discuss how sensitive topics can be reframed and can facilitate solutions to cross-cultural understanding. | Workshop | Justice & Equity |
Promoting Ahupua‘a Health with Native Hawaiian Communities
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27351 | Promoting Ahupua‘a Health with Native Hawaiian Communities | 03:00 PM | 03:45 PM | Friday | 'Ilima Ho-Lastimosa (Native Hawaiian,Hawai'i, USA) Jane J. Chung-Do () Phoebe W. Hwang () Samantha Herrera Herrera () Kanani Arias Arias () Camilla Tognacchini () Danielle Espiritu () Shanelle-Leilani Solomon () Tracey Parker () Pam Ozenberger () Sabhyta Sabharwal () Sheila Noe Ramseyer () Keith Allen-Afong () Bob Lastimosa () |
Promoting Ahupua‘a Health with Native Hawaiian Communities | An Ahupua‘a Health program is being developed to address the unjust and pervasive health disparities that Native Hawaiians face in their own homeland. This interactive workshop will describe how Native Hawaiian families are growing and harvesting plants to make herbal remedies and nutritious meals through lÄ‘au lapa‘au (traditional medicinal practice). Participants will learn how to make various la‘au remedies through hands-on demonstrations. Video clips and photos will be displayed to demonstrate how Native Hawaiian women are learning navigational and ocean skills on a voyaging canoe to enhance their physical activity and mental wellness. | Workshop |
He Manukura MÄori – An indigenous Women in Leadership programme
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27539 | He Manukura MÄori – An indigenous Women in Leadership programme | 03:00 PM | 03:45 PM | Friday | Kate Wynyard (MÄori,New Zealand; NgÄpuhi) Marlana Maru (MÄori,New Zealand; NgÄi Tamahaua, NgÄti Kapatuhi) |
He Manukura MÄori – An indigenous Women in Leadership programme | Supporting aspirations of MÄori is central to Kate and Marlana’s practice. As such, they have created He Manukura MÄori, a values-based mentoring program for MÄori women. Through He Manukura MÄori Kate and Marlana enable wÄhine to acknowledge their strengths, understand their leadership potential and thrive at Wintec as indigenous peoples. In turn Wintec is supported to enhance its cultural responsiveness to MÄori staff and students. Kate and Marlana will share principles and values of He Manukura MÄori, and practical indigenous leadership strategies that can be implemented at a white tertiary instituion. They also offer insights of creating a program as MÄori for MÄori in a MÄori way. | Workshop | Culturally Responsive Education |
Classroom Performance, Behavior and Hearing Loss K-8
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27576 | Classroom Performance, Behavior and Hearing Loss K-8 | 03:00 PM | 03:45 PM | Friday | Sharon Nelson-Barber (Rappahannock,US) Wayne Barber, MD () |
Classroom Performance, Behavior and Hearing Loss K-8 | Research shows that school aged Indigenous children have a high incidence of hearing loss in one or both ears, which affects school and behavioral performance. Inequity in healthcare delivery exacerbates this prevalent problem among Indigenous and rural populations. Novel strategies using mobil apps for hearing screening and new long distance audiometry techniques now allow remote schools, parents, teachers, and others to identify accurately hearing problems that require evaluation and remedy. Workshop attendees will have opportunities to try out one of these techniques. Hearing loss among teachers will also be discussed. | Workshop |
The Anishinabek Education System: Anishinabek Control of Anishinabek Education
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27519 | The Anishinabek Education System: Anishinabek Control of Anishinabek Education | 03:00 PM | 03:45 PM | Friday | Tracey O'Donnell (Anishinabek,Canada) Julia Pegahmagabow (Anishinabek,Canada) |
The Anishinabek Education System: Anishinabek Control of Anishinabek Education | In 1995, the Anishinabek Nation entered negotiations with Canada for the Anishinabek Nation Education Agreement (ANEA). With negotiations finalized in 2015, the Anishinabek Nation communities will hold ratification votes in November 2016 to accept or reject the agreement. Although the outcome is yet to be determined, there are many learnings that can be shared about this journey. This presentation will: highlight the vision and mission of the AES; provide an overview of the system and how Anishinabek citizen input was achieved; and, share the history of negotiations with Canada, and later negotiations with Ontario for an agreement to improve learning outcomes for Anishinabek learners. | Workshop | Governance |
How a Mōteatea (Chant) was used to support the learning of Infants & Toddlers at Ngā Kākano o te Mānuka Puna Whakatupu (Early Learning Centre) in Aotearoa New Zealand. The workshop includes learning the Mōteatea
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27467 | How a Mōteatea (Chant) was used to support the learning of Infants & Toddlers at Ngā Kākano o te Mānuka Puna Whakatupu (Early Learning Centre) in Aotearoa New Zealand. The workshop includes learning the Mōteatea | 03:00 PM | 03:45 PM | Friday | Patti Howarth (Te Arawa - Aotearoa New Zealand) | How a Mōteatea (Chant) was used to support the learning of Infants & Toddlers at Ngā Kākano o te Mānuka Puna Whakatupu (Early Learning Centre) in Aotearoa New Zealand. The workshop includes learning the Mōteatea | Early childhood education has an important role in building strong learning foundations to enable young children to develop as competent and confident learners. Key to educational success for MÄori and Pasifika children is the acknowledgement that MÄori and Pasifika children are culturally located and the recognition that effective education must embrace culture. The presentation will report on a two year (2015 and 2016) Teaching Learning Research Institute funded project aimed at exploring how early childhood services can better integrate culture into teaching practices by creating culturally responsive, infant and toddler teaching and learning theory and practice guidelines. | Workshop | Culturally Responsive Education |
Creating and implementing an effective Wayfinding Strategy in Education: A MÄori and Pacific case study
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27363 | Creating and implementing an effective Wayfinding Strategy in Education: A MÄori and Pacific case study | 03:00 PM | 03:45 PM | Friday | Chellie Spiller (Maori (Ngati Kahungunu),Aotearoa New Zealand) Andrew De Boyett (Pakeha,Aotearoa New Zealand) Rereata Makiha (Maori (Ngapuhi, Te Mahurehure, Te Arawa and Rangitane),Aotearoa New Zealand) Lisa Filitonga (Tongan,Aotearoa New Zealand) Samuel Hughes (Maori (Te Whakatohea, Te Whanau a Apanui); Tongan,Aotearoa New Zealand) Willi Uili (Samoan,Aotearoa New Zealand) Marino Blank (Maori (Ngati Porou, Ngati Kahungunu),Aotearoa New Zealand) |
Creating and implementing an effective Wayfinding Strategy in Education: A MÄori and Pacific case study | Framed around key tenets of Wayfinding Leadership this interactive workshop offers insights and practical tools for developing an effective, holistic dynamic education strategy. In 2015 the Senior Management Team at the University of Auckland Business School approved a signifanct tranche of funding over a period of three years to transform the experience and outcomes for our 600 MÄori and Pacific students. A core team of Indigenous staff embarked on an exciting journey into unchartered waters. Insights about our challenges and our successes, along with practical tools, include: Crafting a dynamic strategy; Building an effective team; Mastering change; Making better decisions. | Workshop | Culturally Responsive Education |
A discussion of resilience, empowerment, education and advocacy
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27673 | A discussion of resilience, empowerment, education and advocacy | 03:00 PM | 03:45 PM | Friday | Paula Hill (Canada) | A discussion of resilience, empowerment, education and advocacy | Paula Hill has worked 15 years with court-involved Native people. Hill recognized that within her clients there was a distinguishable fear of the justice system. Feeling supported by the findings of the TRC, Hill has commenced down a new path through “Knoha’s Counsel.†KC is creating advocacy tools for Natives and education opportunities for mainstream service providers, including judges, lawyers and child welfare. The work produced by KC boldly focuses on identifying the systemic racism that exists within the judiciary and social services and calls upon leaders to amend policy and legislation that perpetuates this systemic violence. | Workshop | Justice & Equity |
Working Towards Truth and Reconciliation in Justice and Public Safety
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27629 | Working Towards Truth and Reconciliation in Justice and Public Safety | 03:00 PM | 03:45 PM | Friday | Jeffrey Schiffer (Metis,Canada) | Working Towards Truth and Reconciliation in Justice and Public Safety | The Justice Institute of British Columbia trains all police officers, sheriffs, and corrections officers in British Columbia, along with firefighters, court workers, paramedics, and other professionals working in justice and public safety. JIBC also provides continuing education and training to those already employed. This workshop will share the model of teaching and engagement emerging at JIBC to support working with Aboriginal communities, organizations, Elders and professionals to implement the TRC Calls to Action in the area of justice. It will also include video vignettes from an Aboriginal student, faculty member, professional, and Elder to demonstrate the successes of this model. | Workshop | Justice & Equity |
Native Entrepreneurship: A Model for Reclaiming Identity in a Colonized World
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27565 | Native Entrepreneurship: A Model for Reclaiming Identity in a Colonized World | 03:00 PM | 03:45 PM | Friday | Noah Keola Ryan (Kamakakuokalani Center for Hawaiian Studies,Hawaiʻi) Tasha Hayako Kawamata Ryan (Kamakakuokalani Center for Hawaiian Studies,Hawaiʻi) |
Native Entrepreneurship: A Model for Reclaiming Identity in a Colonized World | In today's colonized world it has become very difficult for Indigenous cultures to survive. We believe the key to preserving Indigeneity lie in reclaiming history, identity, and traditional spaces. We also believe that in order to perpetuate our culture we must adapt, evolve, and create new spaces for traditional practices & ancestral knowledge. Paʻalaʻa Uka Paʻalaʻa Kai also known as North Shore EcoTours (NSET) is an example of that "new space". It represents a model for how Indigenous values & knowledge can co-exist in a capitalist society. Native entrepreneurship is one way to control our intellectual property and determine how our culture evolves into the future. | Workshop | Culturally Responsive Education |
A Study of Common Culturally-Aligned Evaluation Measures, Learnings from Year 1 of the Field Test
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27531 | A Study of Common Culturally-Aligned Evaluation Measures, Learnings from Year 1 of the Field Test | 03:00 PM | 03:45 PM | Friday | Sylvia Hussey (Native Hawaiian,USA/Hawaii/Native Hawaiian) Lisa Watkins-Victorino (Native Hawaiian) |
A Study of Common Culturally-Aligned Evaluation Measures, Learnings from Year 1 of the Field Test | In 2014, the Native Hawaiian Education Council (NHEC) completed a Study of Common Culturally-Aligned Evaluation Measures including United States Government Performance and Results Act (GPRA)-based, non-GPRA-based, and alternative culturally-aligned measures and tools. The study provided insight into NHEC’s Common Indicators System & Framework (CISF), an evaluation framework and set of measures through which the impacts and outcomes of indigenous education programs and projects can be evaluated and reported. The workshop will share learnings from Year 1 (2015-2016) of the field test of culturally responsive assessment practices among Native Hawaiian education and cultural programs. | Workshop | Culturally Responsive Education |
Building Capacity with First Nations Youth and Adult Learners through Research Skills Training in Community Programming
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27414 | Building Capacity with First Nations Youth and Adult Learners through Research Skills Training in Community Programming | 03:00 PM | 03:45 PM | Friday | Laurie-Ann Lines (Yellowknives Dene First Nation,Canada) Margaret Erasmus (Yellowknives Dene First Nation,Canada) Cindy Jardine (Canada) Youth Representatives (Yellowknives Dene First Nation) |
Building Capacity with First Nations Youth and Adult Learners through Research Skills Training in Community Programming | ers in meaningful research participation benefits in building capacity and increasing accuracy of conclusions. Health research projects conducted with the Yellowknives Dene First Nation, Northwest Territories have accentuated community strengths and Indigenous knowledge, by using a community-based participatory research methodology. Most recently, sustainable research skills training specifically targeted Dene youth in community groups and adult learners in the First Nations education program, ‘Dechita Naawo’. This workshop will focus on describing an Indigenous pedagogy of research skills, including transferability. We will provide short demonstrations of two participatory research methods: | Workshop | Indigenous Pedagogy |
Nunavut, Uqausivut, Piqqusivullu Najuqsittiarlavut (Caring for our Land, Language and Culture): Land Camps as an Educational and Research Tool
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 27501 | Nunavut, Uqausivut, Piqqusivullu Najuqsittiarlavut (Caring for our Land, Language and Culture): Land Camps as an Educational and Research Tool | 03:00 PM | 03:45 PM | Friday | Rebecca Mearns (Inuk from Nunavut, Canada) Gita Ljubicic () Moriah Sallaffie () |
Nunavut, Uqausivut, Piqqusivullu Najuqsittiarlavut (Caring for our Land, Language and Culture): Land Camps as an Educational and Research Tool | Sharing stories in Inuit culture has been the foundation of knowledge transfer for generations. This is my story of learning, of research, learning through relationships, and learning from the land. My story is grounded in the knowledge and teachings as they were shared through the stories of Elders and youth of Gjoa Haven, Nunavut. Grounded in the Qaggiq model, I aim to understand the importance of being on the land; how nuna (land) connects us with our Iliqqusiq(culture), Uqausiq (language), and Unipkaat(living histories). The land camps are a place for knowledge renewal, to build and strengthen the connections between generations, and, a place for communities and researcher to connect. | Workshop | Indigenous Knowledge & Ways of Knowing |
Haudenosaunee Language and Culture Based Education
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28460 | Haudenosaunee Language and Culture Based Education | 03:00 PM | 03:45 PM | Friday | Jasmine House (Oneida Nation,U.S.A. ) | Haudenosaunee Language and Culture Based Education | This presentation will share the findings of a study focused on the importance and benefits of learning Indigenous language and culture. The study interviewed five speakers who identified the need for cultural values to be consistently reinforced in diverse environments including the homes of the community. Also that immersion is the preferred method, however learning extends beyond an educational establishment. In order to achieve revitalization through immersion programs, its critical for families to honor and model positive parental responsibilities to their children by learning along side their children in the home, in school, and other diverse learning environments. | Workshop | Indigenous Languages |
Crossing the Cultural Landscape-A Journey of Discovery, Resilience, Wisdom and Reconciliation
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 28463 | Crossing the Cultural Landscape-A Journey of Discovery, Resilience, Wisdom and Reconciliation | 03:00 PM | 03:45 PM | Friday | Mary-Jayne Boyd (Australia) Darren Wighton (Wirajduri,Aboriginal Australian) () Michelle Milthorpe (Australia) () Peter Williams (Australia) () Sally Ryan (Australia) () |
Crossing the Cultural Landscape-A Journey of Discovery, Resilience, Wisdom and Reconciliation | Journeying to a variety of Aboriginal communities has promoted sustained cultural change in a regional Australian high school. In moving beyond familiar landscapes, students and teachers are immersed in reciprocal cultural journeys that foster discovery and rediscovery of Aboriginal stories, wisdom, and experience. Connecting urban Indigenous and non-Indigenous students with broad Aboriginal experiences uncovers resilience, transformation and leadership, along with significant cultural and spiritual awakenings. The impact of this cultural exchange for individuals and the broader school community will be shared as steps towards recognition, respect and reconciliation. | Workshop | Public Education for Reconciliation |
