Browsing by Author "School of Native Human Services"

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    "Aboriginal Children and Youth, Issues and Challenges"
    (School of Native Human Services, 2003-12) School of Native Human Services
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    "HIV/AIDS: Issues within Aboriginal Populations"
    (School of Native Human Services, 2003-09) School of Native Human Services
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    Indigenous Social Work Practices and Theories
    (2012-11-27) School of Native Human Services
    There are an increasing number of articles written by Indigenous and First Nation authors about their worldviews, cultures, research and ways of being and knowing in relation to Indigenous theories and pedagogies. As a result, their experiences, philosophies and approaches emphasize the increasing borders for understanding the importance, value and rightful place of Indigenous theories and pedagogies in research, teaching and practice. Additionally, non-Indigenous authors are also writing messages of encouragement and support for Indigenous theories and pedagogies and highlight ways for non-Indigenous practitioners/teachers to reframe a worldview that incorporates Indigenous worldviews in a "good and respectful way".
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    Vol. 6, March 2007 "Resistance and Resiliency: Addressing Historical Trauma of Aboriginal Peoples"
    (2007-03) School of Native Human Services
    The complete issue.
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    Volume 1, May 1997
    (School of Native Human Services, 1997-05) School of Native Human Services
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    Volume 2
    (School of Native Human Services, 1999-04) School of Native Human Services
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    Volume 8 Indigenous Social Work Practices and Theories
    (2012-11-27) School of Native Human Services
    There are an increasing number of articles written by Indigenous and First Nations authors about their worldviews, cultures, research and ways of being and knowing in relation to Indigenous theories and pedagogies. As a result, their experiences, philosophies and approaches emphasize the increasing borders for understanding the importance, value and rightful place of Indigenous theories and pedagogies in research, teaching and practice. Additionally, non-Indigenous authors are also writing messages of encouragement and support for Indigenous theories and pedagogies and highlight ways for non-Indigenous practitioners/teachers to reframe a worldview that incorporates Indigenous worldviews in a “good and respectful way”.