School of Indigenous Relations

Permanent URI for this communityhttps://laurentian.scholaris.ca/handle/10219/383

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"The learning circle as a research method: The trickster and windigo in research"
(School of Native Human Services, 1999-04) Nabigon, Herbert; Hagey, Rebecca; Webster, Schuyler; MacKay, Robert
This study reports on how funded research - carried out by a recognized elder in selected communities on Manitoulin Island - affects the community experiences and perceptions of the emotional issues surrounding diabetes. In his research, this elder was able to assert and Aboriginal approach of achieving human subjects' review approval.
"Inclusivity and diversity at the macro level: Aboriginal self-government"
(School of Native Human Services, 2003-11) Nabigon, Herbert
Since time immemorial, we the Anishnaabe (Ojibwe) people lived exclusively in the natural world and we governed ourselves as part of that order. Our powers to govern ourselves are inherent in that order and no one can change that order unless by an act of a new creation.
Thessalon First Nation’s “Journey to Wellness”
(2007-03) Manitowabi, Susan; Morningstar, Sally; Manitowabi, Daniel
Thessalon First Nation, like many other First Nations, has been affected by and continues to deal with the aftermath of the Residential School System. This article highlights the activities undertaken by Thessalon First Nation as they “Journey to Wellness.” The development of the “Journey to Wellness” proposal marks the beginning of Thessalon First Nation’s development of a social safety net to deal with the inter-generational effects of the Residential School System on the family and community. Beginning with the creation of a Project Team, Thessalon First Nation has made great strides in dealing with the issues resulting from the Residential School System. Thessalon First Nation now has a mental health worker, has produced a video dealing with resiliency of the community, and is working towards creating a community that has the capacity to deal with the traumas resulting from the residential school experience.
Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom
(University of Toronto, 2010-05) Cote-Meek, Sheila
Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom while at the same time living and experiencing colonial violence on a daily basis. In order to garner an understanding of what pedagogies might be useful in postsecondary classrooms that cover such curricula, I explored these questions by interviewing 8 Aboriginal students and 5 Aboriginal professors who were taking or teaching courses on Aboriginal peoples and colonial history. I also engaged two Aboriginal Elders in conversations on pedagogy because they are recognized as carriers of Aboriginal traditional knowledge. Drawing on the literature I theorize colonization as violent, ongoing and traumatic. Specifically, I trace how education for Aboriginal peoples has always been and continues to be part of the colonial regime—one that is marked by violence, abuse and a regime that has had devastating consequences for Aboriginal peoples. This thesis confirms that despite some changes to the educational system Aboriginal students and professors interviewed in this research still confront significant challenges when they enter sites such as the postsecondary classroom. The most profound finding in this thesis was the extent of racism that Aboriginal students confront and negotiate in postsecondary classrooms. These negotiations are especially profound and painful in mixed classrooms where the narrative of ongoing colonial violence is discussed. Aboriginal iii students also employ a number of strategies to resist ongoing colonialism and racism. The narrative of racism is not new but it does reaffirm that colonialism continues to have devastating effects on Aboriginal peoples. It also reaffirms the pervasiveness of violence in our society despite the fact that many would rather ignore or downplay the level of violence that exists. There is no doubt that the Aboriginal students interviewed in this research describe a significant psychological toll in an environment of ongoing colonialism and is especially difficult when revisiting historical and ongoing accounts of violence of their own colonial history. The thesis offers some suggestions for mitigating this impact in the classroom.
Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations
(University of Waikato, 2010-06-15) Moeke-Pickering, Taima
This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada.
The Cree Medicine Wheel as an Organizing Paradigm of Theories of Human Development
(2010-11) Wenger-Nabigon, Annie
This paper explores the Cree Medicine Wheel as an organizing construct for examining some contemporary theories of human development. Various aspects of Medicine Wheel concepts are discussed along with aspects of knowledge about human development from the mainstream paradigm (Eurocentric) that is dominant in the academy. Perspectives on indigenous wisdom and ways of knowing are presented from an ecological position linking human development concerns to a wholistic view of human development through the Cree Medicine Wheel. The article highlights aspects of the teachings which deepen understandings of parallels in human development theories. Medicine Wheel teachings support development that maintains positive adaptation to a natural world, and can provide a description of contemporary human developmental theory from the perspective of traditional Aboriginal knowledge. Theories about different stages of human development and knowledge about assets that facilitate positive development at each stage are presented, illuminating current concerns in human development theoretical perspectives.
Residential Schools: The Intergenerational Impacts on Aboriginal Peoples
(2010-12-20T21:21:13Z) Partridge, Cheryle
Many authors, historians and researchers concur with the idea that residential schools have impacted generation after generation of Aboriginal Peoples in this country. In the late nineteenth and early twentieth centuries, the federal government wanted Aboriginal peoples to abandon their traditional beliefs and adopt western-based values and religions. The investigation of the role and impacts of residential schools on Aboriginal traditional knowledge and mental, emotional, physical and spiritual well-being must be studied within the context of colonization and genocide. Residential schools were funded by the federal government, but were operated by various religious institutions. The goal of residential schools was institutionalized assimilation by stripping Aboriginal peoples of their language, culture and connection with family. Although the assaults on the first peoples of this land have been devastating and intergenerational, as discussed within this article, it is with pride that we celebrate the resilience and tenacity of the holistic well-being of Aboriginal peoples. We are still here.
Building Leadership Capacity Amongst Young Anishinaabe-Kwe Through Culturally-based activities and Creative Arts
(School of Native Social Work Journal, 2012-08) Cote-Meek, Sheila; Dokis-Ranney, Kathy; Lavallee, Lissa; Wemigwans, Dawn
There is no doubt that ongoing colonization has and continues to affect the overall health and wellbeing of Aboriginal peoples and women in particular. The colonial and imperial imposition of European values and ways have contributed to the decline in Aboriginal languages, culture and traditions as well as Aboriginal women’s economic status, community rights, and roles in the community. The high incidence of violence against Aboriginal women is one of the most profound and tragic results of ongoing colonization. In Canada, Aboriginal women are almost three times more likely to be subjected to violent victimization than their non-Aboriginal counterparts (Brennan, 2011). As well, the Report on Stolen Sisters documents that as of July 2009 520 Aboriginal women have gone missing or have been murdered in Canada in the last three decades (Amnesty International, 2009).While Amnesty International has raised awareness of the violence perpetuated against Aboriginal women in Canada relatively little has been done to address the issue. These statistics affirm that many Aboriginal women find themselves subjected to high levels of violence at the individual and societal levels.
Service social autochtone : l’incorporation des visions autochtones du monde
(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, Cheryle
Dans cet article, on discute l’élaboration et la mise en place d’un programme de service social autochtone (1), et les raisons pour lesquelles il a été établi dans un établissement universitaire traditionnel. On se concentre sur le discours associé aux visions sociales autochtones concernant le service social, et le positionnement des programmes établis par les collectivités autochtones en vue de s’adapter aux conditions universitaires traditionnelles. On va également démontrer comment les enseignements autochtones sont utilisés comme « modèles de passage de la théorie à la pratique », et sont des exemples de la façon dont les étudiantes et étudiants incorporent dans leurs stages pratiques leurs visions autochtones du monde.
Service social autochtone : l’incorporation des visions autochtones du monde
(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, Cheryle
Dans cet article, on discute l’élaboration et la mise en place d’un programme de service social autochtone (1), et les raisons pour lesquelles il a été établi dans un établissement universitaire traditionnel. On se concentre sur le discours associé aux visions sociales autochtones concernant le service social, et le positionnement des programmes établis par les collectivités autochtones en vue de s’adapter aux conditions universitaires traditionnelles. On va également démontrer comment les enseignements autochtones sont utilisés comme « modèles de passage de la théorie à la pratique », et sont des exemples de la façon dont les étudiantes et étudiants incorporent dans leurs stages pratiques leurs visions autochtones du monde.
Aboriginal Social Work: Incorporating Aboriginal worldviews in social work field practice
(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, Cheryle
This paper discusses the development and positioning of a Native social work program, and why it was established within a mainstream University institute. It will focus on the discourse associated with Aboriginal social work worldviews and the positioning of curricula established by Aboriginal communities to adapt to mainstream academia. This paper will also show how Aboriginal Teachings are utilized as “theory to practice” models and provide examples and insights into how students are incorporating Aboriginal worldviews in their field placements
Aboriginal Social Work: Incorporating Aboriginal worldviews in social work field practice
(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, Cheryle
This paper discusses the development and positioning of a Native social work program, and why it was established within a mainstream University institute. It will focus on the discourse associated with Aboriginal social work worldviews and the positioning of curricula established by Aboriginal communities to adapt to mainstream academia. This paper will also show how Aboriginal Teachings are utilized as “theory to practice” models and provide examples and insights into how students are incorporating Aboriginal worldviews in their field placements.

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