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Permanent URI for this collectionhttps://laurentian.scholaris.ca/handle/10219/1969
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Item Service social autochtone : l’incorporation des visions autochtones du monde(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, CheryleDans 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.Item Aboriginal Social Work: Incorporating Aboriginal worldviews in social work field practice(Consortium Erudit, 2014) Moeke-Pickering, Taima; Partridge, CheryleThis 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 placementsItem 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, TaimaThis 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.